Blog Archives

Trying to Figure Out the Function for Problem Behaviors? Ask the Child!

When addressing problem behaviors in individuals with ASD, the first step is to determine the function the behavior serves.  The main reason why we need to determine the function for problem behavior is so that we can teach the child

Posted in Behavior Tagged with: , , ,

The Value of Antecedent Interventions to Prevent Problem Behaviors

Here’s a common question: “What should I do when my student/child  ________ (fill in the blank with your favorite problem behavior)?” It is human nature to think that there is some consequence that can be administered to stop problem behavior

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Token Economies: Examples of Class-Wide and Individual Token Economies for Inclusive Settings

Token economies can be effective strategies to use when modifying the behavior of an individual or group of students. There are countless forms that a token economy can take. In a class-wide system, a token economy might look like a

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Quiet Hands???

Many teachers and parents use the term “quiet hands” with children with ASD to teach them to refrain from flapping their hands or engaging in other self-stimulatory behavior with their hands. We would like to encourage readers to rethink that

Posted in Behavior, Parenting Tagged with: , , ,

Building Internal Motivation for Children with ASD

I can’t tell you how many times I hear people say, “What does the child work for?” When that question is asked it tells me one thing: Whoever is asking the question has no intention of building internal motivation when

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Beware of the Color Chart! Use Supportive Consequences Instead!

While the use of Positive Behavioral Interventions and Supports (PBIS) is becoming more widespread in public schools across the nation, teachers are still struggling with how to deliver “consequences” for inappropriate behavior.  I often hear things such as, “I do

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What Do I Do With This Token?: Five Tips for Token Economies

As the number of children diagnosed with autism spectrum disorders (ASD) continues to skyrocket, educators and caregivers are searching for strategies that will help these individuals have success in inclusive settings. A great deal of today’s research focuses on positive

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On Target for Success: A Description of School-Wide Positive Behavior Interventions and Supports

Positive behavior interventions and supports (PBIS) is a proactive way to teach desired behaviors while systematically eliminating targeted problem behaviors through positive reinforcement and positive redirection. It is not uncommon for educators to use a more reactive approach to discipline,

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Dealing With Severe Non-Compliance with Students with ASD

I am often asked to help teachers figure out what to do when a student with ASD is displaying extreme non-compliance behaviors.  The situations are typically described like this: Whenever the student is asked to engage in any schoolwork, the

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Dear Kids with Autism, Prompt Dependency is Not Your Fault

I can’t even count how many times I’ve heard teachers say, “This child is so prompt-dependent!”  They say it as if to imply it is the child’s fault, and it is a nuisance to have to deal with a child who

Posted in Academics, Behavior, General Tagged with: , , , , ,

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