Behavior Support for Students With ASD

Practical Help for 10 Common Challenges

by Debra A. Leach, Ed.D., BCBA Winthrop University Rock Hill, South Carolina

Excerpted from Behavior Support for Students with ASD: Practical Help for 10 Common Challenges

| ASD: ||||||| |---|---|---|---|---|---| | Challenges | By Debra A. Leach, | Ed.D., | BCBA || | | Publishing Co. ||| ©2018 || 1-800-638-3775 | All rights reserved|

Table of Contents

• About the Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV
• About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V

I Understanding Students With ASD and Frameworks for Providing Behavioral Support

1. Characteristics of Students With ASD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2. Multi-Tiered Systems of Support for Students With ASD . . . . . . . . . . . . . . . . . . . . . . . . . 11
3. Functional Behavioral Assessment for Students With ASD . . . . . . . . . . . . . . . . . . . . . . . . 25

II Ten Common Behavioral Challenges of Students With ASD

4. Following Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
5. Engaging During Group Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

About the Author

Debra A. Leach, Ed.D., BCBA

Department of Special Education, Winthrop University

Debra Leach is Professor of Special Education at Winthrop University in Rock Hill, South Carolina, and a Board-Certified Behavior Analyst. She specializes in autism spectrum disorders, applied behavior analysis, multi-tiered systems of support, and inclusive education.

Chapter 2

Multi-Tiered Systems of Support for Students With ASD

This chapter provides an overview of MTSS with explanations for how the MTSS framework can be used to address the academic and behavioral needs of students with ASD. Evidence-based practices that can be used to prevent behavioral challenges and remediate problems as early as possible after onset are introduced and explained.

Introduction to MTSS

The MTSS framework combines the positive behavior interventions and supports (PBIS) framework with the response to intervention (RTI) framework. It ensures a comprehensive approach in addressing both academic and behavioral needs of students with ASD through tiered intervention models.

MTSS for Students With ASD

Students with ASD may face various academic and behavioral challenges due to their unique characteristics. Recognizing these challenges is essential for providing appropriate interventions at different MTSS tiers.

Tier 1 Supports and Interventions for Students With ASD

Strategies and practices at the Tier 1 level are essential for all students. These interventions aim to prevent challenges and support positive behaviors in classroom settings.

Set Clear Expectations

Teachers must clearly define academic, behavioral, and social expectations for various contexts within the classroom. Instruction should utilize consistent routines and reinforce positive behaviors continuously.

Use Visual Supports

Visual supports can facilitate understanding and adherence to expectations, making instruction accessible for students with ASD. This includes the use of charts, symbols, and schedules.

Reinforce Students Who Meet Expectations

Positive reinforcement for students who meet expectations is crucial for encouraging continued positive behavior. Immediate reinforcement increases the likelihood of behavioral continuation.

Tier 2 Supports and Interventions for Students With ASD

Some students may require additional supports and interventions beyond Tier 1. This chapter details various evidence-based practices to address the specific needs of students with ASD effectively.

Provide Visual Supports

Visual schedules, graphic organizers, and symbols can enhance learning and positive behavior. Utilizing visual supports reduces barriers that may arise from verbal instructions alone.

Increase Active Engagement

Engagement strategies such as hands-on activities, guided notes, and movement opportunities can enhance learning while reducing the likelihood of challenging behaviors.

Prepare Students in Advance

Preparing students for routine changes and upcoming lessons helps manage anxiety related to unpredictability, thereby alleviating potential behavioral issues.

Conclusion

The chapter summarizes MTSS frameworks applicable to students with ASD, emphasizing the importance of proactive strategies at different tiers to successfully address both academic and behavioral challenges. Teachers are encouraged to apply a variety of strategies in tandem for maximum effectiveness.