Leach excerpt.pdf

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

Table of Contents

About the Author

Debra A. Leach, Ed.D., BCBA, Department of Special Education, Winthrop University, Rock Hill, South Carolina.

Debra Leach is Professor of Special Education at Winthrop University in Rock Hill, South Carolina, and a Board-Certified Behavior Analyst. Her areas of specialization are autism spectrum disorders, applied behavior analysis, multi-tiered systems of support, positive behavior interventions and supports, differentiated instruction, and inclusion from birth to adulthood.

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 of students with ASD 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 and the response to intervention (RTI) framework. Tiered intervention models are used, where different levels of research-based intervention and support are given to students, with increasing intensity of supports as needed.

MTSS FOR STUDENTS WITH ASD

Students with ASD may have various academic and behavioral challenges due to their unique characteristics. Teachers should recognize that many challenges can be addressed at Tier 1 and Tier 2 levels without needing more intensive interventions at the Tier 3 level.

Tier 1 Supports and Interventions for Students With ASD

Many practices can be used by teachers for all students that will prevent challenging behaviors for students with ASD.

Set Clear Expectations

Define academic, behavioral, and social expectations for various school contexts clearly. Use explicit instruction to teach expectations using different formats like visual supports.

Reinforce Students Who Meet Expectations

Deliver positive reinforcement immediately following a behavior that meets expectations. Types of reinforcement include social, token, and activity reinforcement.

Use a Hierarchy of Supportive Consequences When Students Do Not Meet Expectations

Implement a range of supportive consequences when students do not meet expectations, such as proximity control, verbal reminders, and providing visual or verbal cues.

Explicit Instruction of Academic Skills

Use explicit instruction with students, employing the "I Do It," "We Do It," "You Do It" format for teaching new skills effectively.

Provide Visual Supports

Visual supports promote learning and positive behavior, including visual schedules, graphic organizers, and cue cards.

Embed Social-Communication Intervention Within Existing Routines and Activities

Utilize naturally occurring opportunities to enhance students' social communication skills through incidental teaching and discrete trials.

Teach Functional Communication Skills

Important for students with ASD to express themselves and the need to teach functional communication skills based on individualized needs.

Teach Social Problem-Solving Skills

Assist students in developing social problem-solving skills using strategies like social autopsies and the SOCCSS method.

SUMMARY

This chapter discusses how the MTSS framework can effectively deliver support and intervention to students with ASD, emphasizing a combination of strategies to achieve desired outcomes. When planning interventions, it is essential to integrate various strategies to cater to the student’s specific needs.