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12 tips for discipline and autistic kids

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12 tips for discipline and autistic kids

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How to Discipline a Child With Autism - Evidence Based PBIS

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This is a 13-part in depth guide for parents about how to discipline a child with autism using evidence based positive behavior intervention strategies.

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In an effort to better manage the behavior of children in the classroom, many special needs schools are taking a proactive approach by implementing the positive behavioral intervention and supports (PBIS) approach. The three-tiered PBIS framework focuses on prevention rather than punishment and is rooted in the belief that all children can learn proper behavior.

The National Autism Center (NAC) has identified 11 established treatments that are deemed effective for children with autism. While universal improvements cannot be expected for all individuals, these strategies have been demonstrated to improve the social skills and behavior of many children. In this article, we will explore the basics of the PBIS approach and discuss targeted treatments that are being utilized to teach children positive behavior.

The Positive Behavioral Intervention And Supports (PBIS) Approach

In the late 1980s, educators began developing a multi-tiered system to improve children's behavior at school. Combining the principles of behavior support with a focus on group settings, special education professionals created the PBIS approach. Rather than exclusively addressing behavior at the individual level, it seeks to create a positive learning environment for the entire school.

The Main Principles Of PBIS

The goal of the PBIS approach is to promote school safety and foster positive behavior in the classroom. In schools that have adopted PBIS, the framework guides how educators manage students' behavior and respond when a child misbehaves. The approach was founded on a few core beliefs.

Educators who utilize PBIS believe that every child can learn to behave appropriately when given sufficient support. When used consistently, proactive behavioral interventions can prevent more serious incidents of misbehavior. The PBIS approach recognizes that each child is different, so educators should provide different types of evidence-based behavioral support.

By using the PBIS framework, schools apply scientific principles to behavior management. Monitoring and tracking each child's behavior and progress is essential. This data serves as a benchmark to evaluate their efforts and informs educators' decisions on how to address problem behaviors.

How PBIS Works

PBIS provides a framework to guide the way teachers, administrators, support staff, parents and other caregivers manage children's behavior. Schools that have implemented PBIS utilize the approach with all students, not just those who receive special education services.

Contrast the PBIS framework with the traditional, disciplined-based behavioral approach. In most American classrooms, the same rules and punishments apply to all students. A student who disrupts a lesson will be chastised by the teacher or removed from class. This is supposed to discourage the child from misbehaving again. If the misbehavior continues, the punishments will escalate accordingly.

Schools that follow the PBIS approach focus on preventing behavioral problems. Social skills and appropriate behavior are taught like any other subject. Through role-playing activities and more traditional lessons, children learn how to behave in different situations. Teachers, administrators and other school staff regularly use positive reinforcement to reward good behavior.

Teachers are trained to identify and address the early signs of behavior escalation. For example, before a child becomes disruptive, the teacher may notice that he seems restless. The teacher could then ask that child to pass out supplies to the class or otherwise engage him before he feels the need to act out.

If a student misbehaves, educators will create a plan to implement positive interventions in the future. Perhaps the teacher would suggest that the student take a break or ask if something is bothering her when a student appears agitated. Some schools even provide behavioral intervention training for parents.

Teachers monitor and track students' behavior to better understand whether their strategies are working. If a student is not demonstrating progress, educators will try different tactics. While discipline still occurs in schools that use the PBIS framework, proactive interventions are the focus, not punishments.

The Three Tiers Of PBIS

When schools implement PBIS, they take a three-tiered approach to behavior management. Educators focus on developing and sustaining school-wide, classroom and individual systems of support to improve students' outcomes by discouraging misbehavior and promoting appropriate social skills. The three-tiered PBIS approach views student populations as a triangle with a base that includes all students, a secondary targeted group and a third, intensive level that includes only a small percentage of students who need more attention.

The first tier is referred to as the primary prevention level. In primary prevention strategies, the focus is on reducing problem behaviors among the entire student population. Educators work to develop a positive learning environment schoolwide. Administrators establish policies and procedures to train staff, teach students positive behaviors, evaluate interventions' effectiveness and encourage school-family partnerships.

Secondary-level prevention involves implementing classroom or small group behavior management tactics to reduce the frequency and intensity of misbehavior. With these strategies, teachers intervene to attempt to deter problem behaviors among those students who were not responsive to primary prevention tactics.Tier two prevention efforts focus on increased adult supervision, proactive behavioral interventions and positive reinforcement.

In the tertiary or advanced organizer support level, educators target those students who require more intensive supports. Tier three tactics seek to reduce the frequency and severity of problem behaviors that are not effectively prevented by primary and secondary prevention strategies.

The 11 Established Treatments For Autism Identified By NCA

More than 50 years of autism research has led to the development of 11 treatments that have been proven effective in peer-reviewed studies. Effective special education programs incorporate these strategies into their tier three PBIS interventions and students' individual education plans (IEPs) when beneficial.

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Using The PBIS Framework To Improve Behavior In Autism Schools

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In an effort to better manage the behavior of children in the classroom, many special needs schools are taking a proactive approach by implementing the positive behavioral intervention and supports (PBIS) approach. The three-tiered PBIS framework focuses on prevention rather than punishment and is rooted in the belief that all children can learn proper behavior.

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PBIS for Autism and Challenging Behaviors

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PBIS for Autism and 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 an evidence-based approach which incorporates behavioral and academics supports within a comprehensive framework. The PBIS philosophy gained support in the 1990s, with the reauthorization of the Individuals with Disabilities Act (IDEA) of 1997. A subsequent grant and its funded research indicated that PBIS should focus on prevention, data driven decisions, school-wide programming, and direct social skill teaching, all within a collaborative team-based approach (Sugai and Simonsen, 2012).

Positive Behavioral Interventions and Supports is a great tool to help schools prevent and manage challenging behaviors, as well as teach and reinforce school wide expected behaviors. The PBIS process emphasizes consistency and continuity and therefore would work well in addressing the needs of students on the spectrum who learn best with routine and repetition. Under the PBIS framework, schools create their own unique set of expectations which they define with explicit and concrete behaviors. Staff and students alike are taught the school specific "code of conduct" which is usually developed around a school mascot or theme. Student behavior is evaluated based upon the school's clear expectations. For example, "Responsibility" is a common value for PBIS schools. It might be defined by arriving to school and/or class on time.

Staff is trained to use the code of conduct to acknowledge or address both appropriate and inappropriate behaviors. Schools develop clear protocol for recognizing and rewarding those students who meet school expectations. They also intervene when students are not meeting expectations. Protocol usually includes reviewing the school value and explaining how to demonstrate the value with behavior. If required, more specific skill development can be offered. More serious or repetitive violations become disciplinary matters which are handled by administration's predetermined data-based procedure.

According to the DSM-V, Autism Spectrum Disorder (ASD) has two key characteristics; deficits in social communication and restricted or repetitive behaviors and interests. Students with ASD often experience difficulties with; social reciprocity, interpreting nonverbal social cues and developing social relationships. ( http://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria). PBIS focuses on both academic and social skill building. This school-wide behavioral framework clarifies expected behaviors and uses re-teaching and reinforcement to encourage development of appropriate behaviors.

PBIS schools support students with a three-tier behavioral approach. The Positive Behavioral Interventions Supports framework incorporates more intensive supports for those individuals and groups of individuals who need it. The multi-tiered approach gives schools the flexibility to handle all types of behaviors, including the more challenging ones.

Universal expectations or tier one supports set school wide guidelines for the behavior of all students. Students (and staff) are explicitly taught the expected behaviors. Interventions focus on teaching students to understand the school's social, behavioral and academic rules. Students are held accountable to this "code of conduct". By incorporating a PBIS approach schools are able to explicitly explain their culture. Students are better able to understand and navigate school expectations. Students who meet or exceed school expectations receive reinforcement or rewards.

Tier-two and tier-three interventions offer additional assistance to individual(s) who are exhibiting more challenging behaviors and might need extra attention or skill development to meet school requirements. Tier-two and tier-three supports help schools meet the needs of students who require extra support to meet universal expectations.

Tier-two interventions usually target a small group of students who demonstrate similar behaviors. Tier-two supports usually involve reviewing the rule or behavior not being demonstrated in a systematic way. Interventions which are embedded into the schools arsenal of support tools such as offering a social skills or academic skills group to students would be examples of tier-two supports. Such groups would focus on breaking down the steps to obtain a specific skill and then provide opportunities to practice this new skill. These supports provide increased attention, structure and skill development for the student(s). Such interventions can also be helpful in providing data driven feedback to both the student and the families about progress made in meeting expectations.

Tier-three supports are the most specific and intensive because they focus on individual student needs. At tier-three the emphasis is on understanding the function of the undesirable or challenging behavior for the particular student (obtain something, escape something, or just getting attention). Interventions are developed based upon individual evaluations such as functional behavioral assessments. Behavioral intervention plans are often developed in an effort to have a consistent response to the inappropriate behavior. Environmental factors such as when, where and how are examined. A plan for interrupting the pattern of inappropriate behavior and replacing it with a more appropriate behavior is developed. Any tier-three intervention would be communicated, monitored and implemented with school wide consistency and continuity in accordance with the data driven practices of PBIS (Lohrmann, Forman, Martin, Palmieri, 2008).

At school, students are expected to learn how to manage themselves and their schedules. The expectation of self-management and accountability is supported by the systems of PBIS. Evidence-based practices which are documented to work for individuals with ASD such as modeling, prompting, reinforcement, social skilled training, task analysis, video modeling and visual support can all be incorporated into the various tiers of the PBIS approach (Wong, C., Odom, S.L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., ... Schultz, T.R., 2013).

It is widely accepted that students with Autism Spectrum Disorder learn best when given concrete rules and consistent reinforcement. Their stress level is also diminished when they can predict their environment (LaVoie, 2005). The school-wide nature of PBIS is therefore ideal for students with Autism Spectrum Disorder. The explicit nature of the PBIS framework operationalizes pro-social values so students can better understand the behavioral expectations across all settings (i.e. classroom, hallways & cafeteria). Tier-two and tier-three interventions provide the repetitive teaching and progress monitoring to encourage appropriate behaviors across all school settings. As you would imagine, parental involvement and support is often crucial to the success of these supports.

PBIS focuses on student outcomes and behaviors in both the academic and social arenas. Students with ASD benefit from routine and structure. PBIS sets clearly stated rules and school-wide expectations. Consequently, the PBIS approach is helpful to promote appropriate behavior and address challenging behavior. Consistent teaching and re-teaching of expectations is an integral component of each tier of support under PBIS. The collaborative team approach and predictability of disciplinary procedures is a good fit when working on promoting appropriate behaviors for students with ASD.
Christine Alter, LCSW is a Teacher and Social Counselor at the New York Institute of Technology's Vocational Independence Program (NYIT-VIP). The Vocational Independence Program is a U.S. Department of Education approved Comprehensive Transition and Post-secondary (CTP) program. Ms. Alter is chairperson for VIP's Dare to Care PBIS Committee, which implements their school expectations known as "The Bears Code." For more information, please visit References www.nyit.edu/vip.
LaVoie, R, It's So Much Work to Be Your Friend Helping the Child with Learning Disabilities Find Social Success, Simon & Schuster, 2005.

Lohrmann, Forman, Martin, Palmieri, Understanding School Personnel's Resistance to Adopting School wide Positive Behavior Support at a Universal level of Intervention, Journal of Positive Behavior Intervention Vol 10 Number 4 October 2008 p. 256-269).

Sugai and Simonsen, Positive Behavioral Interventions and Supports: History, Defining Features and Misconceptions, Center for PBIS & Center for Positive Behavioral Interventions and Supports, University of Connecticut June 19, 2012.

Wong, C., Odom, S.L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., ... Schultz, T.R. (2013) Evidence-based practices for children, youth and young adults with Autism spectrum Disorder, Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.

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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 an evidence-based approach which incorporates behavioral and academics supports within a comprehensive framework.

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Positive Behavioral Interventions and Supports (PBIS) is really about implementing a new kind of school wide culture. Positive behavior strategies and social emotional learning (SEL) are becoming more common in schools across the country as we increasingly realize that we need to look beyond punishment and learn to provide support in order to help our students develop the skills needed to thrive in school and in the world. Encouraging personal accountability rather than just a culture of punishment has been proven to be much more effective in improving student behavior.

When a student is struggling in school there are often a number of factors that are coming into play. Simply punishing the student does not address the root causes of the behavior. PBIS can help students and school staff develop life skills that will help them overcome challenges and be more successful. When PBIS is embedded in school culture for a significant period of time it can greatly improve school climate.

The focus of PBIS is primarily on school-wide interventions to support the learning needs of all students, including those with neurodiversities like autism. When expectations are communicated clearly and directly to all learners involved within an educational setting, goals for school-wide success can be stated and reinforced in a manner that is consistent with an environment focused on growth and individual achievement for each student.

Guiding principles and Goals of PBIS include:

Creating a process for tracking the behavioral progress of each student, and the school body collectively, over time¹

Establishing expectations for the learning and inclusion of all students

Recognizing that the academic and social needs of each child vary and, therefore, outcomes for success should be individually tailored

Encouraging staff and school volunteers to embrace PBIS interventions consistently throughout the school as a whole

Collecting school-wide data on the success of PBIS strategies to support the continuation or discontinuation of interventions and to tweak approaches going forward

Promoting academic and social success for each student in every educational context

Developing early intervention practices to support the needs of the entire student body

Providing opportunities for explicit instruction and specific feedback during socialization and group learning times

Setting rewards and determining consequences for adhering, or failing to adhere, to PBIS guidelines and interventions

Importantly, PBIS strategies take place throughout the day in each setting of the academic environment, such as on the bus, in physical education class, during lunch, and while on the playground.¹

Behavior is viewed as a form of communication where positive behaviors can be used to replace behaviors that are targeted to be decreased. To illustrate, rather than throwing a pencil in class to get the teacher's attention, students learn to raise their hands when they have a question according to school-wide PBIS instruction. The action of raising one's hand is reinforced by receiving help from the teacher, and pencil-throwing behavior is placed on extinction (i.e. the action is no longer reinforced in any setting throughout the school) by instructors ceasing to provide attention for pencil throwing.

Examples of PBIS in School Settings

PBIS interventions in a school setting may consist of the following:

Establishing a consistent routine²

Streamlining an approach for achieving breaks throughout the school day

Developing a method for hand-raising during class when assistance is needed, walking quietly in hallways throughout the school, lowering one's voice when in the library, etc.

Providing examples of behavior that is, and is not, acceptable within school contexts

Designing a school-wide reward system, for example, providing access to a school store with rewards that can be earned by adhering to PBIS guidelines and receiving school coins as currency.

Promoting a process for incorporating silent signals throughout the school, such as having green, yellow, and red signals to indicate when it is and is not appropriate to speak loudly in various contexts, areas, and locations.

Creating clear-cut expectations for classroom and school-wide behavior

Staying on task and incorporating "if-then" statements for student behavior, for example, if the class finishes their sheet of math problems on time, then recess will be earned.²

Stating the positive behaviors that instructors desire to see throughout the school such as walking quietly, using calm voices, and respecting other students and staff members.

It is important to adhere to a method of gentle, peaceful, and consistent corrections when behavioral expectations are not achieved or when the parameters for classroom behavior are broken by a student or group of students. When rule violations occur, instructors should speak directly with the student(s) involved about which guideline or school policy was broken. Specific direction and instruction should be provided on how to improve going forward, and response cost procedures, such as taking away a reward or removing earned school currency, can be implemented for students who consistently fail to meet school-wide expectations for their behavior and conduct. Similarly, positive replacement behaviors that serve the same function as the behavior targeted for decrease should be emphasized as well.

Adhering to pre-established response cost procedures is essential to the success of PBIS approaches. Such interventions cause the student or group of students to lose access to a predetermined amount of a reward or reinforcer for breaking a school rule, guideline, or policy. Examples of rewards that can be lost may include: access to preferred activities, items, prizes, and earned school currency or coins. School personnel should promptly correct and redirect any behavior that is not consistent with PBIS expectations and protocols.

The Three PBIS Tiers

There are three primary tiers when considering PBIS interventions, practices, strategies, and goals³:

Tier 3: Individual

Tier 2: Targeted

Tier 1: Universal

Tier 1 focuses on school-wide interventions, rules, and guidelines for all students. Examples that fall under this category include: school-wide hall policies such as walking quietly and calmly in the hallways, using a low voice when in the school library, remaining seated while in the lunchroom, flushing toilets in the bathroom, and respecting others by taking turns during recess.4 This tier applies to the entire student body meaning that the policies and practices are intended for 100% of the students in attendance.

Tier 2 emphasizes additional policies, practices, and interventions for students who need further guidance and direction. Support in this tier may include the following: evidence-based practices, interventions, and assistance for groups of students who can benefit from supplemental instruction. This tier typically includes about 5 to 15% of the entire student body and can encompass practices such as self-monitoring, scheduling in breaks, training peer mentors, and encouraging strategies for stress management and conflict resolution.⁵ Developing individualized daily schedules with visual reminders is another helpful practice that is commonly used in this tier-especially with individuals on the autism spectrum.

Tier 3 is intended for 3-5% of the total students in a school body, and strategies in this tier support learners who require intensive and individualized services.⁶ One-on-one paraprofessionals and other school staff are trained to implement protocols, strategies, and interventions designed to strengthen participation in school-wide activities with other students (while incorporating modifications and accommodations as needed). An example of an intervention that would fall under this tier is providing noise-canceling headphones for a student with autism (who becomes easily overstimulated by loud noises) to wear during large group assemblies. The paraprofessional or support person for the student would provide access to the accommodation (i.e., the headphones) during group activities to provide a way for the learner to still participate in large gatherings with this slight modification in place to make it more manageable sensory-wise.

In Summary

Positive Behavioral Interventions and Supports seek to increase socially appropriate behavior throughout an entire school body by providing consistent guidelines for all leaders, staff members, and instructors to follow. While the first tier of PBIS interventions are intended for all students, the second and third tiers are reserved for learners requiring additional support.

Consistency is key when implementing school-wide PBIS interventions, and school personnel should be adequately informed of the rules, policies, and expectations for student behavior. Strategies for correcting behavior that is inconsistent with PBIS guidelines should be clearly and directly stated to each member on staff with the school from the outset.
Check out our free downloadable list of ways to tailor PBIS for autism!
What has been your experience with PBIS? We'd love to hear from you! Please leave us a comment at the end of this post.

References

1. https://edgemont.mvusd.net/apps/pages/index.jsp?uREC_ID=793636&type=d&pREC_ID=2013436

2. https://www.kickboardforschools.com/pbis-positive-behavior-interventions-supports/9-examples-of-positive-behavior-support-interventions/

3. https://www.pbis.org/topics/school-wide

4. https://blog.brookespublishing.com/7-steps-to-successful-schoolwide-positive-behavior-support/

5. https://www.pbisworld.com/tier-2/

6. https://www.pbis.org/topics/classroom-pbis

7. https://lexingtonservices.com/using-the-pbis-framework-to-improve-behavior-in-autism-schools/ (note: referenced in handout above)

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Positive Behavioral Interventions and Supports (PBIS) for Autism

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Positive Behavioral Interventions and Supports (PBIS) is really about implementing a new kind of school wide culture. Positive behavior strategies and social emotional learning (SEL) are becoming more common in schools across the country as we increasingly realize that we need to look beyond punishment and learn to provide support in order to help our students develop the skills needed to thrive in school and in the world.

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Supporting Students with Autism through PBIS

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Supporting Students with Autism through PBIS

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Maki, E., Shaw, S., Putnam, R., Harrington, E., Schrieber, S. (August 2022). Supporting Students with Autism Spectrum Disorders Through School-Wide Positive Behavior Interventions and Supports. Center on PBIS, University of Oregon. www.pbis.org

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Center on PBIS | Resource: Supporting Students with Autism Spectrum Disorders Through School-Wide Positive Behavior Interventions and Supports

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PDF: Students with disabilities benefit from positive behavioral interventions and supports (PBIS; Meyer et al., 2021). The use of schoolwide and classwide PBIS shows promise in helping educators to integrate evidence-based practices for the benefit of all students, including those diagnosed with Autism Spectrum Disorder (ASD).

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Tier 2 interventions are provided for the 10-25% of students who require support in addition to universal Tier 1 supports. These students are at risk of identifying more intense social, emotional, or behavioral challenges, which if not addressed, could eventually require more intensive Tier 3 interventions.

Tier 2 interventions entail implementing evidence-based interventions matched to student's skill-based needs for a pre-determined amount of time (e.g., 4-6 weeks), and focus on targeted areas of need. Typically, tier 2 interventions are provided to small groups of students who demonstrate similar needs and/or through a standardized delivery across a group of students with similar needs.

Interventions can be pre-packaged and standardized (e.g., social-emotional learning curriculum) or templates developed by interventionists (e.g., Check-In/Check-Out, behavior contracts, etc.).

Tier 2 Resources

Intervention Resources

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Tier 2 interventions are provided for the 10-25% of students who require support in addition to universal Tier 1 supports. These students are at risk of identifying more intense social, emotional, or behavioral challenges, which if not addressed, could eventually require more intensive Tier 3 interventions.

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Data collection and Data Based Decision Making

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Data collection and Data Based Decision Making

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Interventions and supports provided at the tier 3 level are highly individualized and are used with students who exhibit the most significant, severe challenging behavior. Typically, tier 3 interventions are provided to a very small percentage of the student population (approximately 3-5%). Ideally, the needs of the majority of the school population will be met with less intensive interventions at the tier 1 and tier 2 level.

Some tier 3 interventions may be similar to those provided at the tier 2 level, however, they will differ due to the use of individualized assessment to identify, a higher intensity and/or frequency of implementation, and are typically provided individually. As such, tier 3 interventions require a significant amount of time and effort by adults to develop and implement.

It is a common misconception that to receive tier 3 interventions, a student must qualify for special education supports and/or services. However, any student can receive tier 3 interventions, regardless of if they also receive special education supports and/or services. Additionally, a student who receives special education services may or may not also receive tier 3 behavioral supports.

Resources

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Interventions and supports provided at the tier 3 level are highly individualized and are used with students who exhibit the most significant, severe challenging behavior. Typically, tier 3 interventions are provided to a very small percentage of the student population (approximately 3-5%).

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Date Published: August 4, 2022Author: Michelle Liu, BCBA ABA teaches us that when a particular behavior is reinforced or rewarded, it is more likely to be repeated. One way to reinforce appropriate behavior is to create a token economy system. A token economy is a system in which the learner earns tokens by engaging in a targeted behavior.

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

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PBIS Rewards is an affordable schoolwide PBIS management system that assists schools in their Positive Behavioral Interventions and Support program. The multi-device platform makes it easy to continuously recognize students for meeting behavior expectations from anywhere in the school, not just the classroom. And with added features like referral tracking, Check-In/Check-Out, and a teacher rewards system, PBIS Rewards helps to foster accountability and fidelity in your PBIS program.

Eliminate Paper Tickets & Increase Instructional Time!

No more fumbling around with torn up papers, cutting out reward documents, or keeping track of mountains of tickets. Go paperless with PBIS Rewards!

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Are you buried in paper tickets, tokens, and paws? Go digital with your schoolwide PBIS management. PBIS Rewards helps schools succeed with PBIS.

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1 - Finding Perimeter Center Games Task Cards and Printable Worksheets