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Understanding Autism & Positive Behaviour Support Dr Tom Tutton  Natalie Willis [email_address]
Content ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
ASPECT Board Aspect Adults  & Behaviour Support CEO Accommodation  Services Aspect Young  Children & Families Aspect Education & Research Working Aspect  Employment Services Community Participation CASS BIS Recipe for Success Central Coast School Hunter School Western Sydney School South Coast School South East Sydney School Vern Barnett School Research Far North Coast  Centre for Autism Autism Information Line Building Blocks  Early Intervention Diagnostic Assessment  Service School Outreach Service Someone to Turn To Adult Outreach  & Training
ASD: A ‘triad’ of impairments IMPAIRED  COMMUNICATION 1 IMPAIRED  SOCIAL   RELATING 2 REPETITIVE BEHAVIOURS & RESTRICTED INTERESTS 3
1. Communication ,[object Object],[object Object],[object Object],Use challenging behaviours to get wants/needs met Anxiety as unsure what is happening next or what to do and may look like non-compliance Miss and misinterpret non-verbal cues and hence may be seen as non-compliant or odd Social isolation, boredom, frustration Impairment  Potential difficulty
2. Social Relating ,[object Object],[object Object],[object Object],[object Object],Anxiety if forced to be in social setting Frustration, boredom, loneliness, depression Appearing insensitive and having difficulty reasoning or compromising, vulnerable Inappropriate behaviour
3. Restricted & Repetitive    Behaviours & Interests   ,[object Object],[object Object],[object Object],Difficulties coping if routines broken Behaviours occur if favourite object/interests are taken away or not available.  Behaviours occur if stopped. Possible self harm
The Autism Spectrum Profound degree of impairment Mild degree of impairment Communication impairment Impaired social relating Repetitive behaviours and restricted interests
Associated Features ,[object Object],[object Object],[object Object],[object Object],[object Object],Seeking out or actively avoiding certain situations More difficulties understanding a task. May be seen to be non-compliant. Lack of motivation / actively avoiding situations Often perceived as being equally capable in all areas. Again may therefore be seen as non-compliant
What causes autism? ,[object Object],[object Object],[object Object],[object Object]
Prevalence of Autism ,[object Object],[object Object],[object Object]
ASD and TSC ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Exercise Other Behaviour Social Communication
Underlying disabilities
Executive Function ,[object Object],[object Object],[object Object],[object Object],[object Object]
Different beliefs will result in a different way you approach and respond to a situation PERSON  CAN’T  DO V’s PERSON  WON’T  DO More likely to be constructive & positive More likely to use punishment Perception of the behaviour
Punishment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Our  definition: Reactive strategies that are  aversive  to the child
behaviour Before  the  behaviour After the  behaviour 5 % of energy & expertise 95 % of energy & expertise POSITIVE BEHAVIOUR SUPPORT   a proactive approach Behaviour may still occur but it will be weaker
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Making environmental changes   Schedules, routines & timetables  Picture communication Choice Boards First -> Then  Templates
What type of visual supports do I use? ,[object Object],[object Object],[object Object]
Picture Written Structuring Time : Home First / Then board Timers Free Play Transitions ROUTINE
PHOTOGRAPHIC SEQUENCE FOR 2 MIN NOODLES Structuring activities : self help
Structure physical environment :   templates
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],How do visual schedules help  prevent challenging behaviour?
  Rules can assist behaviour management   Rules should be supported visually   Rule following behaviour should be noticed and always be reinforced   Rules need to be limited in number, for everyone & worded in a  positive  way   Rules may help the person monitor their own behaviour Rules
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Clear Communication
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Alternative & Augmentative Communication ,[object Object],[object Object],[object Object],[object Object]
Picture communication Picture Exchange Communication System   http://www.pecs.com/
Activity: Set the table ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http:// www.otnsw.com.au/ot/ppdir.php Sensory support
behaviour After the  behaviour Before the  behaviour Antecedent Event = An event that occurs immediately before a challenging behaviour & “triggers” it. Step 1 : Antecedent events Specific Behaviour Management Strategies
behaviour Before  the  behaviour After the  behaviour Behaviour may still occur but it will be weaker Consequence Step 2 : Identify Consequences Consequence = what happens after the behaviour that causes the behaviour to increase or reduce
[object Object],[object Object],[object Object],[object Object],Rocking / hand flapping Inattention Non-compliance Tantrum Self-injury Absconding I’m anxious I’m bored I don’t understand I want it now I can’t cope It’s all to hard This is nice I don’t get it I don’t like you Stop doing that Come over here Chase me!
Assessment of behaviour A ntecedent     B ehaviour   C onsequence Importance of collecting information
Step 3:  Developing a replacement behaviour ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],TARGETING ONE BEHAVIOUR OVER ANOTHER The objective of this strategy is to strengthen appropriate behaviours  which “compete” with inappropriate behaviours.
Positive reinforcement : When something follows a behaviour that means the behaviour will happen  more  in the future because it is  perceived  positively    How to make the positive replacement behaviour more  rewarding Mark goes to the toilet and is immediately given a chocolate teddy  Sarah gets dressed for school in time and is given $2 for the school canteen Anthony finishes his high school homework & gets an extra 20 mins computer time at the end of the day + + +
Exercise:  List your child’s top 5 reinforcers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Token Economies A token economy is a system in which an individual  earns tokens for targeted behaviors. Once he has  collected a predetermined number of tokens he can  trade them for an item or activity that he desires.  Advantages : delayed gratification, increased awareness of own behaviour, more natural  way to reinforce behaviour Can be designed to be age appropriate
Teaching New skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teaching New skills:  Self-Management 8:30 8:15 8:00 7:45 7:30      Joe Mum Joe’s the Boss  in the morning  20c  Get into car 20c  Pack school bag  Brush teeth 20c  Have breakfast 20c  Get dressed
New skills:  The Relaxation Game ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Questions Thank You

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Understanding Autism and Positive Behaviour Support (focus on Tuberous Sclerosis)

  • 1. Understanding Autism & Positive Behaviour Support Dr Tom Tutton Natalie Willis [email_address]
  • 2.
  • 3. ASPECT Board Aspect Adults & Behaviour Support CEO Accommodation Services Aspect Young Children & Families Aspect Education & Research Working Aspect Employment Services Community Participation CASS BIS Recipe for Success Central Coast School Hunter School Western Sydney School South Coast School South East Sydney School Vern Barnett School Research Far North Coast Centre for Autism Autism Information Line Building Blocks Early Intervention Diagnostic Assessment Service School Outreach Service Someone to Turn To Adult Outreach & Training
  • 4. ASD: A ‘triad’ of impairments IMPAIRED COMMUNICATION 1 IMPAIRED SOCIAL RELATING 2 REPETITIVE BEHAVIOURS & RESTRICTED INTERESTS 3
  • 5.
  • 6.
  • 7.
  • 8. The Autism Spectrum Profound degree of impairment Mild degree of impairment Communication impairment Impaired social relating Repetitive behaviours and restricted interests
  • 9.
  • 10.
  • 11.
  • 12.
  • 13. Exercise Other Behaviour Social Communication
  • 15.
  • 16. Different beliefs will result in a different way you approach and respond to a situation PERSON CAN’T DO V’s PERSON WON’T DO More likely to be constructive & positive More likely to use punishment Perception of the behaviour
  • 17.
  • 18. behaviour Before the behaviour After the behaviour 5 % of energy & expertise 95 % of energy & expertise POSITIVE BEHAVIOUR SUPPORT a proactive approach Behaviour may still occur but it will be weaker
  • 19.
  • 20.
  • 21. Picture Written Structuring Time : Home First / Then board Timers Free Play Transitions ROUTINE
  • 22. PHOTOGRAPHIC SEQUENCE FOR 2 MIN NOODLES Structuring activities : self help
  • 24.
  • 25.  Rules can assist behaviour management  Rules should be supported visually  Rule following behaviour should be noticed and always be reinforced  Rules need to be limited in number, for everyone & worded in a positive way  Rules may help the person monitor their own behaviour Rules
  • 26.
  • 27.
  • 28.
  • 29. Picture communication Picture Exchange Communication System http://www.pecs.com/
  • 30.
  • 31.
  • 32. behaviour After the behaviour Before the behaviour Antecedent Event = An event that occurs immediately before a challenging behaviour & “triggers” it. Step 1 : Antecedent events Specific Behaviour Management Strategies
  • 33. behaviour Before the behaviour After the behaviour Behaviour may still occur but it will be weaker Consequence Step 2 : Identify Consequences Consequence = what happens after the behaviour that causes the behaviour to increase or reduce
  • 34.
  • 35. Assessment of behaviour A ntecedent B ehaviour C onsequence Importance of collecting information
  • 36.
  • 37.
  • 38. Positive reinforcement : When something follows a behaviour that means the behaviour will happen more in the future because it is perceived positively  How to make the positive replacement behaviour more rewarding Mark goes to the toilet and is immediately given a chocolate teddy Sarah gets dressed for school in time and is given $2 for the school canteen Anthony finishes his high school homework & gets an extra 20 mins computer time at the end of the day + + +
  • 39.
  • 40. Token Economies A token economy is a system in which an individual earns tokens for targeted behaviors. Once he has collected a predetermined number of tokens he can trade them for an item or activity that he desires. Advantages : delayed gratification, increased awareness of own behaviour, more natural way to reinforce behaviour Can be designed to be age appropriate
  • 41.
  • 42. Teaching New skills: Self-Management 8:30 8:15 8:00 7:45 7:30      Joe Mum Joe’s the Boss in the morning 20c  Get into car 20c  Pack school bag  Brush teeth 20c  Have breakfast 20c  Get dressed
  • 43.