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Title: Using PositiveBehavioral Support toManage Avoidance ofAcademic Tasks

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Title: Using PositiveBehavioral Support toManage Avoidance ofAcademic Tasks

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Link: https://ocde.us/EducationalServices/LearningSupports/PBIS/Documents/Articles/Using+PBS+to+Manage+Avoidance.pdf

This article brings to light the downside of consequences and punishments. These are not always effective approaches and sometimes create more problem behavior. Using more proactive techniques helps keeps students more engaged in the classroom setting. A study was conducted for a 6-year-old girl where they began implementing PBIS to reduce problem behaviors that were occuring. They broke down the behavior in 5 different stages depending on where she was in the school and what she was doing to see if they could pinpoint a trigger. They collected data and used it to determine what strategy would work best. There are multiple areas that needed to be tended to. They used punishment as a way to try and correct her behavior but instead it created an escape to get out of doing her work. They decided to implement a reward system where the student can get a break time and pick an item of choice after she completes and does so many things asked of her. With this positive change came positive results. It helped curb problem behavior and helped the student engage more in the classroom.

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Link: https://www.youtube.com/watch?v=FwdAFU54RVM

This video demonstrates how important it is to be positive in the classroom. The students look up to the teacher and model what they hear he say and watch her do. The golden ratio rule is 5:1. There should always be 5 positives for every negative. It is important to not have a habit of turning to the negatives. A way to fix problem behavior is to say what you like that certain students are doing. For example: Ashlyn, I love how you are sitting quietly with your back straight and hands crossed waiting for me to teach. Other students will begin mimicking this behavior because they also will want to be praised. It is important to leave the negatives out such as saying, Ryan you are out of your seat and unfocused in front of everyone. Other students may be tempted to listen to those words and act upon them. Implementing the positives and keeping it consistent can help eliminate some problem behaviors.

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Title: Cool Down Spaces: Best Practices for Managing Challenging Behaviors in the Classroom or the Home

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Title: Cool Down Spaces: Best Practices for Managing Challenging Behaviors in the Classroom or the Home

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Link: https://blog.stageslearning.com/blog/cool-down-spaces-best-practices-for-managing-challenging-behaviors-in-the-classroom-or-the-home

Behavioral outbursts happen fairly often in the classroom. The student can feel overwhelmed and confused also making teachers unsure of what they can do specifically to help. It is important in these situations to turn to behavior management techniques to deescalate problem behavior. In this article, they use PBIS to create a cool-down space. This strategy helps to eliminate outbursts and calm individuals. This can involve things like cool-down walks, sensory stimulators, therapeutic toys, any object that cancels out noise, etc. The purpose is to distract the mind from what is going on and attempt to soothe it until the students can collect themself and talk about what happened and how to better manage it.

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Parents and teachers can feel confused and uncomfortable when students shout, cry, or act in ways that appear developmentally or culturally inappropriate. It's helpful to learn who you can turn to for training or advice on behavior management and it's equally useful to learn a few strategies to help children regulate their emotions and, in turn, their behaviors.

What are "Behavioral Outbursts?"

Most experts describe behavioral outbursts as extreme, lengthy episodes that defy social and cultural expectations and are developmentally inappropriate. Children may exhibit difficulties with their behavioral conduct for a variety of reasons. For a child, difficulty regulating their own behavior can stem from a developmental diagnosis, attachment issues, genetics, trauma, physical discomfort, a lack of sleep, hunger, over-stimulation, a desire to escape a certain task, and so on. Because the causes can be so varied, challenging behaviors can be difficult to respond to in the classroom or at home. It is important to keep this in mind because it reminds us that children are complex little beings who are each shaped by a variety of internal and external factors. Furthermore, reductionist theories of behavior (such as that a student is "acting out" or "looking for attention") may cause us to miss an opportunity to support a student's growth, or attend to their specific set of circumstances.

When students, including those with autism, exhibit disruptive behaviors in the classroom they are sometimes removed from the room. Their removal leads to a decrease in instructional hours, which in turn is associated with poor academic performance. This can mean failing grades, retention (being held back a grade), or even dropping out of school and having difficulty finding employment.

For each of these instructional, social, and ethical reasons, the question of how to educate students with behavioral difficulties persists as one of the predominant challenges in special education. This challenge directly affects many students with autism, who may struggle with classroom dynamics, with conforming to the expectations of teachers, and with other aspects of student life.

One of the best supported classroom practices involves the creation of Cool Down Spaces. These spaces are designed to teach children to regulate their own emotions, and prevent the stress and administrative challenge of frequent outbursts in the classroom. Unfortunately, well-meaning educators sometimes incorrectly implement cool down spaces in ways that can prove counterproductive and frustrating to students. This article introduces a few good and bad practices to help you advocate for your child and implement similar techniques in your home or in the classroom.
Preventive Strategies: Cool Down Spaces & Positive Behavior Intervention and Supports
Most experts agree that behavior management should focus on promoting appropriate conduct and autonomous self-regulation. These self-regulatory skills have repeatedly been associated with school readiness and success - even more so than IQ. Therefore, strategies that promote a mastery of one's own emotions and behaviors are preferable to strategies that are solely consequence-based. Two particularly common and empirically-supported classroom practices are Cool Down Spaces and Positive Behavior Interventions and Supports (PBIS).

A Cool Down Space is intended to serve all students in the classroom. It takes different forms depending on the classroom, school, and teacher but is usually a comfortable, somewhat private seating area in a corner of the classroom. Some teachers use trauma-informed design and make the cool down space a quiet, low-light, undecorated location. Others support their students by providing posters with supportive messages, images, or techniques. Examples include stop lights (red, yellow, and green indicate different levels of emotional arousal), thermometers (similar concept), or a countdown beginning at ten to prompt deep breathing exercises.

Different materials may also be made available within a Cool Down Space. Examples may include noise cancelling headphones, molding clay, chewing gum, therapeutic toys, visual timers, lavender scented pillows, eye masks, a small trampoline or comfy seating areas. The materials should be carefully selected at the beginning of each year to suit the needs of specific students in the classroom, and be developmentally appropriate for the grade level. The types of supports that specific students may utilize can be discussed in team or IEP meetings and may be replaced or phased out over time. As students age, the materials should become increasingly adaptive and strategies should be developed to handle self-regulation without retreating to a corner of the room. Care should also be taken to ensure that students are using the Cool Down Space for emotion regulation, rather than to escape from academic work or to avoid conflict resolution.

Proper use of the Cool Down Space can be established at the beginning of the school year. Expectations should be carefully explained and modeled for students, such as "we walk to the cool down space with a calm body and a quiet mouth so our friends can keep working." The teacher can demonstrate how to use the Cool Down Space and could encourage the students to demonstrate a "cool down walk" during circle time. The types of practices that students can use in the cool down space should be reviewed as a classroom throughout the year. These might include:

breathing exercises

internal scripts

visualizations

the use of sensory materials

Classroom staff should also review the purpose and protocols for cool down spaces. All adults in the classroom should know that cool down spaces are volitional - meaning students should choose to go on their own rather than being sent. Additionally, staff should know how to intervene if a student is not using the space properly, and learn to recognize when a child may benefit from a more targeted behavioral intervention plan.

School-wide forms of behavior management and social-emotional development are also gaining popularity among educators. Positive Behavior Intervention and Supports (PBIS) is a framework that promotes universal screening for behavior, tiered levels of support for students who are struggling, and the use of positive praise and reward to encourage desirable behavior. Examples of PBIS include token systems where students are awarded stickers or fake dollars that they can trade in for prizes or praise. For a list of possible prizes and rewards see Stages Learning PBIS Rewards List.
Response to Outbursts: Intentional, Consistent, and Individualized
Behavior analysts and school counselors are the best resource for school discipline and behavioral interventions. It is important to have general guidelines for responding to behavioral outbursts, knowing that specific students will respond best to targeted approaches. In some cases it may be effective to ignore the behavior, while in other cases students may benefit most from another option, such as taking a walk. The responses to specific students should be intentional and consistent across classroom staff. Students who continually struggle to regulate their behavior in the classroom should be on a personalized behavior plan, and all staff who work with these students should be familiar with the details of the plan.
Behavior Management: What To Avoid
Behavior management in the classroom is a taxing and complex task for educators, especially when specific students struggle with regulating their actions and emotions. The best advice is to seek consultation from veteran educators, parents, behavior specialists, school counselors/psychologists, or teacher educators. Of course, educators are often faced with in-the-moment challenges and there is not always time for immediate consultation. Therefore, here is a quick list of what to avoid:

Shaming students

Defining students by their behavior or reducing them to labels (ex. "The difficult kid" or "the EBD boy")

Using cool down spaces as punishments or places to contain noncompliant students

Keeping a student in the classroom if they are becoming physically or verbally aggressive

Restraining a child (without proper authorization or training) or placing them in physical harm

Threatening a student

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Cool Down Spaces: Best Practices for Managing Challenging Behaviors in the Classroom or the Home

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Parents and teachers can feel confused and uncomfortable when students shout, cry, or act in ways that appear developmentally or culturally inappropriate. It's helpful to learn who you can turn to for training or advice on behavior management and it's equally useful to learn a few strategies to help children regulate their emotions and, in turn, their behaviors.

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Title: Positive Behavior Supports for Childrenand Youth with Autism Spectrum Disorders

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Title: Positive Behavior Supports for Childrenand Youth with Autism Spectrum Disorders

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Link: https://glenwood.org/wp-content/uploads/2013/06/article-positive-behavior-supports-for-children-and-youth-with-autism.pdf

The purpose of PBIS is minimize the amount of times an interfering behavior occurs. With the use of PBIS, behaviors are reduced and students learn more positive approaches and ways to handle their problem behaviors with the help of their teachers. For students with Autism, this approach allows the teachers to work individually and diligently with the student so they know exactly what they are doing wrong and how it needs to be changed as it is not meeting expectations. Their is structure for them to follow and respond to. Within these intervetions, the students behaviors are addressed more effectively making this the best approach to help them curb problem behavior.

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Title: Autism In The Classroom: How To Handle Behavior Challenges

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Title: Autism In The Classroom: How To Handle Behavior Challenges

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Link: https://www.sarahdooleycenter.org/news/autism-in-the-classroom-how-to-handle-behavior-challenges/

Many students with Autism often times have trouble expressing thoughts, feelings, and emotions. This can look like fidgeting, mimicking, repeating behaviors, being aggressive and acting out, tantrums, not following directions, etc. Many of these actions turn into problem behaviors in the classroom. In order to eliminate these behaviors, a behavior plan can be implemented. PBIS come into play to help eliminate these behaviors. The PBIS model allows the teacher to make a decision to see how much support a student needs and what will best help them. Once a Tier is picked and a strategy is picked, implementation will happen. When the implementation begins to work, you will start seeing a descrease in the problem behavior with a more positive outcome.

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Children with autism typically use behaviors to communicate their wants, needs, anxieties, and frustrations.

These behaviors can include:

Fidgeting

Stimming

Rocking

Tapping

Repeating words or phrases

Mimicking

Self-injurious actions

Aggression

Biting

Ignoring peers

Refusing to follow directives

Eloping

While behaviors are important communication tools, some behaviors can disrupt learning in a classroom setting. Various interventions teach children with autism new skills that help them develop acceptable ways to communicate, socialize, and function.

Strategies For Handling Autism Behavior Problems In The Classroom

The following strategies help school staff successfully handle the behavior challenges exhibited by children with autism in the classroom.

Follow A Behavior Plan

Because each child with autism is unique, they need a customized behavior plan. This document is part of the child's Individualized Education Plan (IEP) and outlines the child's needs and includes specific steps that improve maladaptive behaviors without punishing the child.

A behavior plan starts with a Functional Behavioral Analysis (FBA). This analysis identifies the root of behaviors, which can include the child's desire to obtain an object, activity, or sensation, escape a demand or undesirable situation, or gain attention. The FBA will describe the frequency and intensity of behaviors, identify the causes and consequences of behaviors, and suggest possible solutions.

With information from an FBA, a special education or behavior consultant writes a Behavior Intervention Plan (BIP). This document lists the challenging behaviors, their causes, and effective solutions that are specific to the child's needs. The BIP includes measurable goals that the teacher and other staff can monitor. The BIP can be modified as the student achieves goals.

Incorporate Strengths & Interests

Every child has strengths and interests. These assets can become leverage to help children engage more in class, stay on task, and reduce behavior challenges.

Observe children with autism closely to discover their unique assets. School staff can then incorporate the children's strengths and interests into the curriculum, activities, and rewards system to prompt positive behavior.

Increase Structure

Changes in the daily routine can create stress for many children with autism. These students thrive on routine and consistency and may exhibit maladaptive behaviors when they face unpredictable situations at school.

An increase in classroom structure and daily organization may relieve stress and pressure. Modifications like an organized and minimalist classroom, predictable daily schedule, visual activity schedule, physical boundaries, and other routines may help children feel calm, relaxed, and less agitated throughout the school day.

Set & Explain Realistic Expectations

Most children function better when they know what's required of them and when they have the skills to meet those expectations. Children with autism are no different, especially since they can think in very literal and concrete terms.

Carefully set realistic expectations, and explain those expectations clearly to reduce autism behavior problems in the classroom.

For example, teachers may need to show students visually what they must do and use simple instructions. Have the child repeat the instructions back to the teacher, too, to ensure understanding and reduce outbursts.

Time Transitions

Switching between activities and moving between classes can frustrate children with autism. They typically thrive on routine and predictability and also appreciate the opportunity to finish one activity before moving on to something else.

To avoid behavior challenges, time transitions carefully and seek to avoid as many disruptions as possible. Written or visual schedules clarify expectations and verbal prompts may motivate students to transition calmly, too.

Address Sensory Sensitivities

Sensitivity to textures, aromas, bright lights, and noise are a few challenges that may affect children with autism. These sensory sensitivities can cause discomfort and pain, which may precede challenging behaviors.

Address a child's sensory sensitivities to improve comfort. Teachers can discover these sensitivities by observing the child and talking to parents or caregivers. It may be impossible to remove every child's sensory triggers, but simple changes like dimming the lights or avoiding crowded hallways can make a big difference.

Offer Quiet Space

It's common for students with autism to feel uncomfortable, overwhelmed, or anxious at school. These feelings build up until the child responds with challenging behaviors.

A quiet space in a corner of the classroom or another room can help students relax before they disrupt the classroom. Ideally, this space will include tools that help children feel safe, secure, and calm. A swing, rubber wall, art supplies, low lights, no noise, and other tools allow a child to relieve pressure and prepare to return successfully to the classroom.

Improve Communication Skills

Because children with autism often struggle to communicate, they may benefit from strategies that teach functional communication skills. Improved communication abilities can help children communicate better and may reduce autism behavior problems in the classroom.

Available communication tools include augmentative and alternative communication (AAC) tools, such as sign language and Picture Exchange Communication Systems (PECS).

Speech and language therapy can also occur in natural and various settings throughout the day and involve teachers, peers, staff, and the child's family. The child's communication goals, therapies, and tools will be listed in the IEP and updated as needed.

Implement Calming Techniques

When a student becomes verbally or physically disruptive or aggressive in the classroom, the staff may respond in kind. A calm demeanor can make a huge impact, though, and often defuses rather than escalates the situation.

Classroom staff can handle behavior challenges more successfully when they implement calming techniques themselves and with the children. Deep breathing, counting to 10, taking a break, pushing on a wall, and using a quiet, slow voice are a few strategies that defuse tension.

These and other calming techniques can be used in the moment or become part of the class's daily routine as every student develops helpful tools that promote peace, tranquility, and calm.

Successfully Handle Autism Behavior Problems In The Classroom

Children with autism may exhibit challenging behavior in the classroom. Several strategies can help staff handle behaviors appropriately, reduce classroom disruptions, and provide every student in the class with access to a safe and effective education.

Despite these steps, some children with autism may need even more support. A specialized school like the Sarah Dooley Center For Autism provides an educational setting that's designed to meet the child's specific needs and successfully handle behavior challenges.
Learn more from these related resources:

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Autism In The Classroom: How To Handle Behavior Challenges | Sarah Dooley Center for Autism

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Autism behavior problems in the classroom exhibit themselves in different ways specific to each child. Learn strategies to reduce behavior challenges at school.

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Title: Working On Skills Using The Token Economy System

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Title: Working On Skills Using The Token Economy System

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Link: https://www.youtube.com/watch?v=Nrb1x916r0U

This video does a great job of showing what a token economy is and how it works. In the video, she worked on different sets of activities. Once a task was accomplished correctly, she received a token. Each token received was a reinforcement to get IPad time. Once all four were complete, she received her IPad. This is a great way to motivate students to do certain things and encourage them to keep trying and doing what they need to be doing. This big reward at the end really helps them get through a challenging task and can help eliminate problem behavior.

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Working On  Skills Using The Token Economy System

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Title: Positive Behavioral Interventions and Supports: An Effective Approach for Schools to Prevent and Manage Challenging Behaviors

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Title: Positive Behavioral Interventions and Supports: An Effective Approach for Schools to Prevent and Manage Challenging Behaviors

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Link: https://autismspectrumnews.org/positive-behavioral-interventions-and-supports-an-effective-approach-for-schools-to-prevent-and-manage-challenging-behaviors/#:~:text=The%20school%2Dwide%20nature%20of,classroom%2C%20hallways%20%26%20cafeteria).

It is important that the school and the teacher make it very clear what is expected of each student and the expectations that they need to work towards. With PBIS, it is clearly stated and easy to follow and understand what it is you are to be doing. For a student with Autism, they need a regimented schedule with consistency in order to do their best. With the use of PBIS, it is clear, concise, and consistent. It tends to make it easier for the students to understand what behavior expectations are being asked of them. It helps them learn appropriate behaviors when faced with challenges.

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Positive Behavioral Interventions and Supports: An Effective Approach for Schools to Prevent and Manage Challenging Behaviors

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Positive Behavioral Interventions and Supports (PBIS) was developed in the 1980s as a data based behavioral intervention for students with behavioral disorders (BD). Positive Behavioral Interventions and Supports (PBIS) is […]

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Title: Proactive and Positive Behavioral Interventions and Supports: Why They Work

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Title: Proactive and Positive Behavioral Interventions and Supports: Why They Work

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Link: https://dpi.wi.gov/sped/educators/behavior-supports/proactive-pbis

Positive behavioral interventions are put in place to help meet those needs of students who have areas of struggle such as needs, skills, and problems. These interventions become a part of the student's IEP process to help them do better and be better in school. This article shows that punishment is not effective. Teachers need to be more proactive by using PBIS to implement strategies that will help eliminate outbreaks and tantrums when students with Autism become overwhelmed and not confident in what they are doing. Numbers show that the percentage of times that problem behavior interferes with students in the classroom decreases with the use of PBIS.

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Wisconsin Department of Public Instruction

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Overview

When implementing inclusive strategies to address significant behavioral needs for students with IEPs, adults want to ensure the use of proactive and positive behavioral interventions and supports that teach mutually agreed upon expectations and result in desired learning outcomes and skills. Proactive and positive interventions and supports should be specifically designed to effectively address a student's unmet needs, lack of skills, or unsolved problems that are the root cause of why a student's behaviors interfere with the student's learning or the learning of others. These interventions and support should also capitalize on student strengths and accomplishments.

The Individuals with Disabilities Education Act (IDEA) emphasizes the important, and at times required, role of positive behavior interventions and supports. Under IDEA, when a student's behavior impedes the student's learning or that of others, the IEP team must consider the use of positive behavioral interventions and supports and other strategies, to address that behavior (see 34 CFR § 300.324 and Wisconsin DPI Free Appropriate Public Education (FAPE) bulletin 18.02). Failure to address the behavioral needs of a student through the Individualized Education Program (IEP) process is likely to result in a student not receiving a Free and Appropriate Public Education (FAPE). For additional guidance see United States Department of Education Office of Special Education Programs guidance on Ensuring Equity and Providing Behavioral Supports to Students with Disabilities.

To provide proactive and positive interventions and supports, adults need to model, reinforce, and set up opportunities for students to practice new skills. Adults need to help students generalize the newly learned skills in varying contexts. At times, the adult response to a student whose behavior interferes with learning or the learning of others is grounded in the belief that the student is the problem. Rather than responding with positive support strategies, this mistaken belief may result in the use of punishment in order to "teach" the student a lesson about their misbehavior.

Punishment does not teach new skills or replacement behaviors or how to solve a problem. Punishment only serves as an attempt to stop behavior that interferes with learning in an immediate way. Adults applying punishment, or other negative consequences, in response to student behavior, can quickly cause a downward spiral as in the following example. This cycle leads to further opportunity gaps and the marginalization of students.

A proactive and positive response to behavior that interferes with learning provides a far more effective process for teaching and supporting students. Supportive strategies stimulate an upward cycle of positive interactions, safe and supportive environments, and more positive student outcomes. The focus is on anticipating the challenges a student may face across learning environments and proactively addressing the student's needs by providing planned support and intervention before the student's behavior escalates. In the preceding example, a completely different scenario might unfold if a plan was in place to address the student's frustrations before the behavior escalated.

In the above example, by being proactive in responding to the student's needs, the adult is better able to provide instruction and support that leads to the student learning new skills and becoming independent in identifying and addressing their own needs in a way that does not interfere with their learning or the learning of others.

All students benefit from a proactive and positive approach, and positive behavior interventions and supports are best when implemented within an equitable multi-level system of supports (MLSS). Within an MLSS, collaborative teams implement practices to support student social competence and academic achievement, data-driven decision making, and adult behavior. When implemented with fidelity and in a systematic manner, positive behavioral interventions and supports have a positive impact on student outcomes, both functionally and academically.

Research conducted over the past 15 years has shown that positive behavioral interventions and supports are effective in promoting positive behavior in students and schools. Use of such strategies to maintain pro-social behavior will make schools safer so students can more easily progress toward meeting age and grade expectations. Safer schools are more effective learning environments.

Schools that implement system-wide supports and interventions also report increased student time engaged in academic activities and improved academic performance.

Schools that employ a system-wide, proactive, and positive behavioral intervention and support indicate reductions in office discipline referrals of 20-60 percent.

Positive behavioral interventions and supports that are evidence-based and implemented consistently, and with fidelity, can lead to dramatic improvements that have long-term effects on the lifestyle, functional communication skills, and behavior of individuals with disabilities.

A review of research on the effectiveness of positive behavioral interventions and supports showed a greater than 90 percent reduction in behavior that interferes with learning in over half of the studies; with the targeted behavior completely eliminated in over 26 percent of the studies (Cohn 2000).

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Proactive and Positive Behavioral Interventions and Supports: Why They Work

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Printable Version Overview When implementing inclusive strategies to address significant behavioral needs for students with IEPs, adults want to ensure the use of proactive and positive behavioral interventions and supports that teach mutually agreed upon expectations and result in desired learning outcomes and skills.

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Title: Positive Behavior Support (PBS) Classroom Strategies for Autistic Students

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Title: Positive Behavior Support (PBS) Classroom Strategies for Autistic Students

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Link: https://bestpracticeautism.blogspot.com/2012/11/positive-behavior-support-pbs.html

When students in the classroom are disruptive and acting out of character, there may be an underlying issue causing these reactions. As educators, we need to look at positive supports that can be implemented to decrease the problem behaviors from reoccuring. PBIS allows a different approach for each student. It is unique and can be fine-tuned in a way that best suits the student. This article focuses on social interactions that these students have and educators can facilitate them in a more positive way that can help the students. PBIS helps teach new skills that will replace the challenging behaviors that the students are experiencing.

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Positive Behavior Support for Autistic Students

The problem behaviors of children on the autism spectrum (ASD) are among the most challenging and stressful issues faced by many schools and parents. The current best practice in treating and preventing undesirable or challenging behaviors utilizes the principles and practices of positive behavior support (PBS). PBS is not a specific intervention per se, but rather a set of research-based strategies that are intended to decrease problem behaviors by designing effective environments and teaching students appropriate social and communication skills. PBS utilizes primary (school-wide), secondary (targeted group), and tertiary (individual) levels or tiers of intervention, with each tier providing an increasing level of intensity and support.

PBS Strategies in the Classroom

Other than families, teachers are the most influential resource for students with and without special needs. Although functional behavior assessment (FBA) and intensive individual support is recommended for students with serious and persistent challenging behaviors, teachers may prevent the possibility of problematic behavior through the implementation of class-wide and targeted group PBS strategies. For example, effective prevention of challenging social behavior can be addressed through arranging the classroom environment and/or by adapting instruction and the curriculum. Changing the classroom environment or instruction may lessen the triggers or events that set off the challenging behavior. Teaching effective social interaction and communication as replacements for challenging behavior is also a preventive strategy for improving little used student social interaction and communication skills. Teachers can model, demonstrate, coach, or role-play the appropriate interaction skills. They can teach students to ask for help during difficult activities or negotiate alternative times to finish work. Encouraging positive social interactions such as conversational skills will help students with challenging behavior to effectively obtain positive peer attention. The following are examples of PBS strategies for improving social skills and prosocial behaviors in the classroom (Vaughn, Duchnowski, Sheffield, & Kutash, 2005; Wilkinson, 2017).

Initiating interactions. Teachers might notice that when a student with autism enters the classroom, group activity, or other social interaction, they may have particular difficulty greeting others students or starting a conversation. For example, they may joke, call another student a name, laugh, or say something inappropriate. In this situation, the student may have trouble initiating interactions or conversations. The teacher might talk to the student individually and offer suggestions for ways he or she can provide an appropriate greeting or introduce a topic of conversation. The student might then be asked to practice or role-play the desired behavior.

Example: "why don't you ask students what they did last night, tell them about a TV show you watched, or ask if they finished their homework, rather than shouting or saying 'Hey, Stupid.' Other students in the class want to be your friend, but you make it difficult for them to talk with you. Let's practice the next time the class begins a new group activity."

Maintaining interactions. Many autistic students struggle to maintain a conversation (e.g.., turn taking). Some may dominate the conversation and make others feel that they have nothing to contribute, while other students may experience difficulty keeping up with the flow of conversation and asking questions. Students may also have limited topics of interest and discuss these topics repetitively.

Example: "I've noticed that other students cannot share their thoughts and ideas with you when you start a conversation because you do all the talking. It may seem to them that you don't care what they have to say. Other students will be more willing to talk if you stop once you've stated your idea or opinion and allow them a turn to talk. When you stop, they know you are listening. You can say to them, "What do you think?" or "Has this ever happened to you?'"

Terminating interactions. Some students with autism may not know how to appropriately end a conversation. They may abruptly walk away, start talking with another student, or bluntly tell a student they don't know what they're talking about. Other students may interpret this as rude and impolite behavior. Teachers might point out to the student some acceptable ways of ending a conversation.

Example: "You just walked away from that student when they were talking. Rather than walk away, you might say "'I have to go now,' 'It's time for my next class,' 'Or 'I'll see you later and we can finish our talk.'"

Recognizing body language. The recognition of body language or nonverbal cues is critical to successful social interactions. Autistic students typically have difficulty interpreting these cues from teachers or other students. Body language tells students when they violate a person's personal space, a person needs to leave, or they need to change behavior. Teachers can incorporate these skills into their class time or school day.

Example: Before leaving the classroom, demonstrate nonverbal cues by holding a finger to your lips and telling students that means "quiet," a hand held up with palm facing outward means "wait" or "stop," and both hands pushing downward means "slow down." You may need to demonstrate facial expressions you use to "deliver messages" and what they mean. Other students can demonstrate nonverbal cues they use. When students move through the halls, you may want to teach them the "arms length" rule for personal space.

Transitions. Many students with autism have significant problems changing from one activity to the next or moving from one location to another. They may be easily upset by abrupt changes in routine and unable to estimate how much time is left to finish an activity and begin the next one. Poor executive function skills such as disorganization may also prevent them from putting materials away from the last activity or getting ready for the next activity. They may also need closure and preparation time for the transition. Problems arise if the teacher tries to push them to transition at the last minute.

Example: About 10 minutes prior to the transition, refer to the classroom schedule and announce when the bell will ring or when the next activity will begin. Provide a 5-minute and then a 1-minute warning. This countdown helps students finish assignments or end favorite activities. For students that have difficulty getting started after a transition, place assignment folders on their desks so that they have their assignments and don't have to wait for instructions or materials. They can use the same folder to submit assignments (the folders can be left on their desks at the end of the period).

Students on the autism spectrum often lack the social skills to communicate and interact effectively with peers and adults. They may use challenging or disruptive behavior to communicate their needs. These examples illustrate how PBS provides a proactive framework for assessing social interaction and communication needs and for teaching new, effective skills that replace the challenging behavior. When used consistently, these strategies fit within the framework of the classroom and can help promote positive student behavior.

Key References and Further Reading

Alberto, P., & Troutman, A. (2006). Applied behavior analysis for teachers (7th edition). New York, NY: Prentice-Hall.

Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

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Wilkinson, L. A. (2017). A best practice guide to assessment and intervention for autism spectrum disorder in schools. London: Jessica Kingsley Publishers.

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Positive Behavior Support (PBS) Classroom Strategies for Autistic Students

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Positive Behavior Support for Autistic Students The problem behaviors of children on the autism spectrum (ASD) are among the most challenging and stressful issues faced by many schools and parents. The current best practice in treating and preventing undesirable or challenging behaviors utilizes the principles and practices of positive behavior support (PBS).

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Title: Use of a Specialized PBIS Framework to Organize and Deliver Evidence-Based Practices to Children with Autism

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Title: Use of a Specialized PBIS Framework to Organize and Deliver Evidence-Based Practices to Children with Autism

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Link: https://autismspectrumnews.org/use-of-a-specialized-pbis-framework-to-organize-and-deliver-evidence-based-practices-to-children-with-autism/

The article breaks down the use of PBIS into the different tiers showing where a student will be placed depending on the support that they need. It also demonstrates how it is used specifically for a student with Autism. Using the model that is geared towards this population proves to show that it has decreased aggression outbreaks, tantrums, and restraint among these students. This method helps decrease unwanted behaviors. Staff favored this model and want to continue implementing it and trying it online with students as well.

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A significant challenge facing autism service providers is the effective and consistent delivery of evidence-based practices to the children they serve. A number of research reviews, including the National Standards Project (Rue, Knox, Welchons, Murzycki, Pollack, & Class, 2015) and the National Professional Development Center on Autism Spectrum Disorder (National Professional Development Center, n.d.), have identified research-supported practices for children with autism. Despite this knowledge base, ensuring staff are consistently using these practices to deliver the best services possible can be difficult.

To address this challenge, we have developed a specialized Positive Behavioral Interventions and Supports (PBIS) model specifically designed to meet the needs of individuals with autism. PBIS uses a three-tiered system to organize interventions and data-based decision-making to teach and encourage valued behaviors (Dunlap, Goodman, McEvoy, & Paris, 2010). PBIS has been effectively modified for a variety of behavioral problems and settings (Fernandez & McClain, 2014; Jolivette et al., 2014). Our PBIS Autism model utilizes the multi-tiered framework to systematize staff training and implementation of evidence-based practices.

Multi-Tiered Model

The evidence-based practices incorporated into our PBIS Autism model emphasize the use of principles of Applied Behavior Analysis (ABA) to teach critical skills and prevent significant problem behavior. The model focuses on training staff to implement these practices with fidelity, thereby providing children with autism a therapeutic environment that supports positive social behaviors. Tier 1 highlights universal practices that should be in place for all children. These include practices such as using visual supports, creating opportunities for communication, and providing high levels of engagement in meaningful learning activities. For children who are not successful with Tier 1 alone, Tier 2 and 3 supports offer more intensive and individualized supports designed to meet the unique needs of the child. Table 1 outlines the evidence-based practices aligned with each tier within the framework.

Implementation of our PBIS Autism model involves a program of systematic professional development, observations in the natural setting (e.g., classroom, residence), structured data collection during observations, feedback and coaching to help staff reach identified goals for each targeted practice. Professional development seminars focus on providing staff with foundational knowledge in each content area. Instilling that knowledge in day-to-day application revolves around comprehensive coaching and feedback in the natural setting to support consistent implementation of evidence-based practices. Professional development seminars are delivered via online technology and with live trainers, depending on the capacity and needs of the program.

Observations and Data Collection

As part of measuring fidelity to the model, regular observations of evidence-based practices at the Tier 1 level are conducted by PBIS Autism coaches. A key component of the PBIS model is the development internal expertise and capacity by identifying and training coaches within the program on the targeted evidence-based practices, as well as how to conduct observations, collect data, and provide effective and acceptable performance feedback.

The PBIS Autism coaches use a standardized observation tool designed to measure implementation of the evidence-based practices targeted in Tier 1. Each practice has a direct measurement system with specified mastery criteria designed to rate fidelity of implementation of the evidence-based practice by staff. Observations are conducted in the natural environment with all the staff and children in the milieu. Coaches can complete the observation in about 30 minutes. Observations are expected to be completed at least twice per month during initial implementation. Once teams have demonstrated consistent implementation of the evidence-based practices, observations are faded to one time per month for maintenance (though observations would be increased back to two times monthly if performance data begins to illustrate a downward trend in this condition). Observation data is used to assess areas of need, identify goals, tailor coaching experiences and monitor outcomes.

Training the Workforce Using a Behavioral Skills Training Approach

The PBIS Autism approach emphasizes rigorous staff training and performance management components to ensure that staff members are using effective instructional practices consistently in the program. Past research has firmly established that providing workshop trainings to staff in isolation is not effective in ensuring that information disseminated in training is implemented in actual program settings (Reid, Parsons, & Jensen, 2017). Thus, Behavior Skills Training, which includes both training and coaching, serves as the cornerstone of the PBIS Autism model as opposed to relying on verbal or written responses to assess skill acquisition (e. g., passing a post-test quiz) following a workshop.

Behavioral Skills Training (BST) is an empirically supported approach to staff training that promotes consistent implementation of instructional skills learned in natural settings. A critical part of BST includes supplementing traditional training workshops with ongoing modeling of practices, staff observations, and the use of performance feedback (Parsons, Rollyson, & Reid, 2012). This cycle of training and support continues until staff are able to demonstrate targeted instructional skills in practice (Parsons et al., 2012).

Two performance checklists were developed for the BST component of the PBIS Autism model to provide feedback to staff on the use of ABA instructional strategies (using reinforcement, prompting procedures, visual supports, lesson formats, and errorless learning).

Checklists are completed by PBIS Autism coaches who themselves have demonstrated competence in performance management and how to effectively deliver performance feedback (as outlined by Parsons et al., 2012).

BST is introduced at the beginning of program implementation on two different levels. First, as previously described, trained coaches collect data twice monthly in the program using a Tier 1 Fidelity Observation Tool. Following the observation, coaches: (a) provide immediate feedback to staff, (b) score the observation data and then report the data to the team using a consultation note (which also includes positive impressions and action plan items), (c) graph the data for the team as well as the PBIS Autism Leadership Team, and (d) meet with staff within the next week to review the consultation note, answer any questions or concerns, and develop action plans collaboratively based upon the data. In between observations, the coaches model targeted practices and strategies for staff in the program, as well as observe and coach staff members when they are working with the children.

At the second level, coaches use the performance checklists to increase the fidelity of direct care staff in using ABA instructional practices in the program. Each staff in the program is observed for a 10-minute period by a coach and the designated performance feedback checklist is completed. These observations continue until staff meet the performance criterion of correct implementation of the skill. At the end of each observation, the coach delivers performance feedback individually, and provides any further information and/or modeled the practices, either individually or to a larger group.

Outcomes From Pilot Implementation

After developing our model, we implemented a pilot on a residential campus serving children with autism beginning in December 2014. To evaluate the model, the leadership team collected data on staff performance related to implementation fidelity to our Tier 1 expectations, focusing on the percentage of Tier 1 performance goals met across 28 months. Baseline data indicated that the average monthly percentage of implementation goals met was assessed at 39%. Following the introduction of BST, this monthly average increased to 93% during the last three months of our outcome assessment (January through March 2017).

The leadership team also investigated the impact of increased program implementation on rates of challenging responses (focusing on the nine children who resided in the program throughout the entire pilot). Specifically organizing data on aggression towards others, elopement attempts, and tantrums, the monthly average during the three-month baseline period was 31 instances per child. During the last three months of the pilot, these average monthly rates were reduced to three instances per child. Moreover, the monthly average rates of physical restraints applied with all nine children went from five restraints per month down to 0.3 during the last three months.

Last, the leadership team requested program staff to complete satisfaction surveys anonymously. Results of these satisfaction surveys indicated that staff rated the model favorably. Staff members found the coaching and performance feedback systems to be particularly helpful, and universally stated that they would recommend the model to other professionals.

These outcomes illustrate an association between increased implementation fidelity of our Tier 1 expectations with substantial improvements in child behaviors (both in frequency as well as intensity). To date, this approach continues to be implemented in the pilot site and sites have been added both internally and externally (in 15 different locations across seven different states). Next steps include additional implementation reviews of the PBIS Autism model, as well as exploration of the possibility of delivering the model through telehealth technology.
Todd Harris, PhD, is Executive Director of Autism Services at Devereux Advanced Behavioral Health. Megan Robinson Joy, PhD, BCBA, is State Autism Director at Devereux Advanced Behavioral Health Pennsylvania. Richard G. Allen, PsyD, BCBA-D, NCSP, is job title at Devereux Advanced Behavioral Health and job title at the Philadelphia College of Osteopathic Medicine. Carol Anne McNellis, PsyD, BCBA, is Executive Director at Devereux Children's Intellectual and Developmental Disabilities Services. For any additional information about the content of this article, please feel free to contact Dr. Todd Harris at References todd.harris@devereux.org or 610-873-4934 or visit www.devereux.org.
Dunlap, K., Goodman, S., McEvoy, C., & Paris, F. (2010). School-wide positive behavioral interventions & supports: Implementation guide. Michigan Department of Education, 1-54.

Fernandez, M. A, & McClain, D. (2014, July). Georgia's juvenile justice system applies new framework to modify youth behavior trends. Corrections Today, 76, 18-19.

Jolivette, K., Patterson, D. P., Swoszowski, N. C., McDaniel, S. C., Kennedy, C., & Ennis, R. P. (2014). SWPBIS in a residential school for students with emotional and behavioral disorders: First years of implementation and maintenance follow-up focus group. Residential Treatment of Children and Youth, 31, 63-79

The National Professional Development Center on Autism Spectrum Disorder. (n. d.). Retrieved from http://autismpdc.fpg.unc.edu/national-professional-development-center-autism-spectrum-disorder

Parsons, M.B., Rollyson, J.H., & Reid, D.H. (2012). Evidence-based staff training: A guide for practitioners. Behavior Analysis in Practice, 5(2), 2-11.

Reid, D.H., Parsons, M.B., & Jensen, J.M. (2017). Maintaining staff performance following a training intervention: Suggestions from a 30-year case example. Behavior Analysis in Practice, 10(1), 12-21.

Rue, H., Knox, M., Welchons, L.W., Murzycki, A., Pollack, E. G., and Class, E.G., et al. (2015). Findings and conclusions: The national standards project: addressing the need for evidence-based practice guidelines for autism spectrum disorders, Phase 2. Randolph, MA: The National Autism Center

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Use of a Specialized PBIS Framework to Organize and Deliver Evidence-Based Practices to Children with Autism

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Devereux Advanced Behavioral Health has developed a specialized Positive Behavioral Interventions and Supports (PBIS) treatment model