Autism Toolkit by Sarah Hamilton https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3 en-us 2021-08-20 16:58:08 UTC 2025-11-16 20:30:28 UTC hello@padlet.com Introduction to Autism AFIRM Module hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1688243212 2021-08-20 17:04:07 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1688243212 hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1688377317 2021-08-20 18:40:23 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1688377317 Reinforcement Tips hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1732859816
  • You should always wait until a behavior has stabilized before beginning to introduce reinforcement
  • Define the performance goal clearly! (When, What, & How)
  • Reinforcers can either be primary (satisfy a physical need) or secondary (objects or activities that the individual likes but does not need biologically)
  • Reinforcers can be further broken down by: Social, Material/Activity, Tangible/Edible, Sensory, Natural
  • Help prevent satiation by: only using edible reinforcers when no other reinforcers have been identified for that learner, switching from primary to secondary reinforcers as soon as possible, allowing the learner to choose their own reinforcer from the menu
  • To keep the learners interested in a token economy, adjust prices and rotate items on the reinforcement menu
  • Negative reinforcement should only be used after positive reinforcement has not been successful
  • If learners accumulate a large numbers of tokens and assume they do not need to use the desired skill or behavior until the tokens run out, place an expiration date on the tokens to decrease the desire to accumulate tokens.
    • ]]>     2021-09-11 18:41:08 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1732859816     Least Restrictive Environment Info Brief hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1754748569 2021-09-20 17:06:54 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1754748569 Task Analysis Module Notes hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1764115613
  • Forward Chaining: Teach learner initial steps. Once steps are mastered, new steps are added. Benefits include learning how to perform the task from beginning to end.
  • Backward Chaining: Teach learner final step first. Once mastered, previous step added. Benefits include understanding how performing the task can be beneficial.
  • Total Task: All steps are taught to learner simultaneously and supports are provided for each step that is needed. Benefits include learning the entire task/routine. Used most often to teach functional skills.
  • It is important to break down a target skill/behavior into smaller steps. The smaller steps should be discrete behaviors. A discrete behavior requires a single response and is of a relatively short duration.
  • To teach the determined individual steps, team members will need to select additional evidence-based practices. Prompting, time delay, and reinforcement are commonly used practices to teach individual steps.
  • It is important to identify types of prompts (physical, model, verbal, gestural, and visual) that will provide the needed support to learn an individual step.
    • Backward Chaining Steps: 
    1. Provide assistance to learner with completing the initial identified steps 
    2. Prompt learner to perform the final step. Remember, to select the prompting procedure (least-to-most prompting, graduated guidance, or simultaneous prompting) that would best assist the learner in understanding what is expected. Also, be sure to use visual supports if appropriate 
    3. Reinforce the leaner for completing the final step 
    4. When the final step is mastered, the previous step is added one at a time

    ]]>     2021-09-23 21:47:10 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1764115613     EBP Matrix hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1801229151 2021-10-08 00:44:32 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1801229151 Evidence-Based Treatments for ASD from PSY 6114 hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1801231749 2021-10-08 00:45:49 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1801231749 Functional Communication EBP Notes hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1801342044
  • FCT can be used to target a variety of problematic behaviors such as aggression, tantrums, destructive behaviors, self-injurious behaviors, and elopement.
  • The only types of behavior that might not necessarily be targeted by FCT are stereotypic or repetitive behaviors, which may not serve a clear communicative function. However, maladaptive behaviors that are associated with stereotypic or repetitive behaviors can still be appropriately addressed using FCT. FCT can be used to give the learner a more appropriate way to communicate the desire to engage in the stereotypic or repetitive behavior.
  •  The communicative behavior should be designed to achieve the same function as the interfering behavior.
  • The replacement communicative behavior should initially require relatively low effort for the learner to produce. 
  • It is critical for people who may be interacting with the learner to both understand what the learner is trying to communicate and to be able to respond accordingly if put into a position to do so.
  • Provide prompting and guidance to use the replacement communicative behavior using a most-to-least hierarchy.
  • If the communicative behavior selected is verbal, but the instructor expects the learner will not initially verbally imitate the replacement communicative behavior even if given a verbal model, then a visual cue should be considered for the initial instruction so that manual guidance can be used to prompt the learner.
  • It is sometimes necessary to ignore or "extinguish" an interfering behavior while at the same time reinforcing the replacement communicative behavior.
  • Thin the reinforcement for the replacement communicative behavior by gradually increasing the interval of time between the learner’s use of the replacement communicative behavior and the reinforcing response.







    • ]]>     2021-10-08 01:35:40 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1801342044     Gender & Sexuality in Autism Article hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1817795282 2021-10-14 17:38:21 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1817795282 Technology Aided Interventions AFIRM Module Packet hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1831605932 2021-10-20 20:39:06 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1831605932 Video Modeling Notes hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1852316029 Types of Video Modeling:
    1. Basic, best used for imitation, academic responding
    2. Self-Modeling, best used for self-management tasks, assessing play skills, or other performance
    3. Point of View, best used for specific discrete skills like tying shoes, setting table, ordering food
    4. Video Prompting, best used for teaching a sequence of a skill one at a time with practice
    Correct errors if a learner continues to make mistakes with certain parts of the target behavior or skill. Only the particular scene where the mistake occurs is played for the learner to re-watch and practice.
    ]]>     2021-10-28 19:57:50 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1852316029     Video Modeling AFIRM Module Packet hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1852316796 2021-10-28 19:58:20 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1852316796 Transdisciplinary Play-Based Assessment and Intervention Webinar hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1873139142 2021-11-07 17:52:37 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1873139142 ASD Policy Implementation - NC School Psychology hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1873142073 2021-11-07 17:54:59 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1873142073 ADOS-2 - Joint Interactive Play Webinar hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1873145151 2021-11-07 17:57:14 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1873145151 ADOS-2 - Make-Believe Play Webinar hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1873145789 2021-11-07 17:57:36 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1873145789 ASD Eligibility Checklist NC hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1873147519 2021-11-07 17:58:56 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1873147519 Neurodivergent Lou Instagram Account hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1873150553 2021-11-07 18:01:19 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1873150553 My Top 5 Takeaways from Uniquely Human hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1889557020
  • We are not the expert on the child, the parent is. Although we may have a lot of information and advice to offer on ASD, the parent knows more about their child than we do and we should connect with parents and try to establish a respectful partnership so that we can do what is best to support their child. 
  • Everyone on the spectrum is different. No two people with Autism are the same. Although there are some common characteristics that come with the diagnosis, they present differently in everyone and we should not try to assume that what works for one student will necessarily work for another.
  • Some people have the “IT factor” when it comes to working with children and adults with Autism. They know how to connect with that child and pay attention to what the child needs to make them happy and supported most importantly. The number one characteristic that people with the “IT factor” have is humility.
  • We should not be focusing on “fixing” the child or “getting rid of” their Autism. This is not really an attainable goal and many resent this view of Autism as something one can “recover from” because they see their Autism as an inseparable part of themselves. We need to focus on empowering children with Autism and above everything else make sure they are happy.
  • Many have the view that we should be focused mostly on making sure a student with Autism is achieving success socially and academically. Prizant explains that instead we should prioritize the student’s happiness about academic achievement and that will often lead to more beneficial learning in the end.
    • ]]>     2021-11-14 19:03:03 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1889557020     My Group's Top 5 Takeaways from Uniquely Human hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1889557744
  • Trust – It’s important to establish trust with students with Autism. You never know when you might breech that trust, but we should focus on establishing it and maintaining it so that we can best support the student.
  • The “IT factor” is all about having humility and a willingness to grow and learn about the individual with Autism. We should avoid being someone that causes that student dysregulation or seeing them as a child with deficits. We should focus on their strengths and be sensitive to their needs.
  • We are not the expert on the child, the parent is. Although we may be very knowledgeable on Autism, the parents have more experience with their child and know that their child needs the most. We need to be humble in our approach in working with parents and their child
  • We should not see Autism as something that we can fix. Instead, we should change our perspective of Autism and how we approach our students. We should be focusing primarily on making sure they are happy. Other successes and skill development will happen when the child is experiencing positive emotions. 
  • As education professionals, we should prioritize building a child’s self-expression and self-esteem over stressing about their academic achievement. We should try to create positive experiences for them that will make them want to learn more and encourage them to pursue their dreams.
    • ]]>     2021-11-14 19:03:57 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1889557744     Apps for Students with ASD hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1904755973 2021-11-21 20:03:39 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1904755973 Free Downloadable Visual Cue Charts hamiltonsh1 https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1904757159 2021-11-21 20:05:23 UTC https://padlet.com/hamiltonsh1/nmo5c426yw1f18e3/wish/1904757159