Another problem behavior that I saw was when a student didn’t want to participate in an activity. This student did not want to do do her OT, so she sat on the floor. The SNAs reminded her to check her schedule and brought over a visual schedule for her to see. When she still didn’t comply, another SNA came over to help try and lift her off the ground. She finally gave in and got up for her OT. Again, the other students were minding their own business and were not really affected by this exchange. 

I have learned that you need to be repetitive with students with autism in order for them to complete a task. The teachers never raised their voice to the students. I plan to use visual schedules in my classroom for the students who need to have them in order to complete their days. These problem behaviors were quickly corrected because the SNAs has seen them before and understood what the student needed to become calm and complete the task that was asked.