By Rebecca Moyes
How do academics and oldsters of kids with autism deal with a kid's social abilities? And what do they do approximately challenge behaviors? This publication offers attainable factors for those behaviors, and a wealth of functional aid for either academics and fogeys to handle them. lecturers methods to create environmental helps and the way to include particular instructing innovations. scholars with autism study the recent abilities they may want, and methods of constructing their habit extra applicable. This booklet is filled with sensible how you can take on other kinds of tough behaviors either within the lecture room and outdoors it.
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Additional info for Addressing the Challenging Behavior of Children With High-Functioning Autism Asperger Syndrome in the Classroom: A Guide for Teachers and Parents
I can only interrupt when it is very important. 1 The importance of turn-taking in conversation Source: Adapted from Comic Strips Conversation, Carol Gray, Future Horizons, Arlington, Texas, 1994 ANTECEDENT STRATEGIES 61 EXAMPLE IV One teacher describes a game that she developed in a social skills camp which she organizes in the summer for children with high-functioning autism. Using a large ball, she demonstrates visually that participating in a conversation is much like tossing a ball back and forth.
As teachers, when troublesome behavior occurs, we should ask ourselves the following questions: What happened to the student prior to the misbehavior? Did the behavior occur ‘out of the blue’ or were there any warning signs? Who was with or near the child when the behavior occurred? What skills does the student lack that would enable him to refrain from using the behavior? Is the student using the behavior to get something or escape something? Playing detective can certainly help us discover reasons for problem behaviors that we may not have considered.
Scott did appear somewhat remorseful, though he didn’t offer an apology. His face was red, and again, he shielded his eyes from his class but did not appear to be crying. The class resumed their work, and there were no further incidents that day. There was no reading class on Wednesday, January 23, due to an assembly. Scott participated well and seemed to enjoy himself in the assembly, though he was observed sitting apart from the group as they sat cross-legged on the floor. The third incident of aggression on Thursday, January 24, also in reading, occurred when Scott was completing a reading test.