ASA's 36th National Conference on Autism Spectrum Disorders (July 13-16, 2005)

Contribution to Best Practices: Challenging behavior in children and young adults on the autism spectrum is possibly the most stressful issue faced by educators and families. It can also put children at risk for social exclusion from school and community settings (National Research Council, 2001). Prevention strategies, which address the development of positive and prosocial behavior, are vital tools in assisting educators and families in improving the lives of individuals on the autism spectrum. The strategies that will be discussed are based on proven interventions that have scientific evidence supporting their value. The practical implementation methods, as well as the many visual examples for teachers and parents, will assist in translating science into practice. Teachers and families will benefit from the “How-to” elements of the presentation. Individuals with autism will ultimately benefit, as they and their caregivers gain the required skills to make navigation of the classroom and community easier, more meaningful, and more successful.

“In Tune” With the Past and the Future: Initially, most behavior interventions were reactive, focusing on consequences of behaviors after they occurred. More recently, however, there has been increasing attention to intervention procedures that focus on what to do before or between periods of problem behaviors (National Research Council, 2001). Prevention strategies have been shown to decrease the likelihood of problem behaviors. There has been a shift from viewing behavior support as a process by which individuals were changed to fit environments, to one in which environments are changed to fit the behavior patterns of people (Horner et al, 2002). This presentation will highlight this shift, recognize the successes and failures of past behavioral interventions, and emphasize the bright future individuals with autism will have with the use of preventative intervention.

Content Details: The presentation will follow this structure:

•Introduction to Problem Behavior: Videotapes of classroom examples will be used to highlight the challenges individuals on the autism spectrum experience in the classroom and in the community. Participants will be asked to share behavioral areas of concern. Research examples of challenging behaviors will also be discussed (Horner et al, 2002; Carr et al. 1999).

•Introduction to Prevention Strategies: The emergence of prevention strategies as a viable behavioral intervention will be discussed. An overview of the four strategies to be addressed in depth will be provided, and the rationale for selecting the specified strategies (i.e. ease of implementation for all professionals and family members; few resources required to use strategies effectively; strong support in the literature and in personal experiences), as well as a brief description of other empirically based prevention strategies.

•Specific strategies: For each strategy, implementation across settings (i.e. special and general education classrooms, homes, and community locations) will be addressed. Issues related to generalization of skills, and classroom examples designed to foster maintenance and usage of skills across settings will also be presented.

o Engineered Environment: The importance of a structured classroom or home setting as a preventative strategy will be discussed, along with a review of the research (Heflin & Alberto, 2001; Schopler & Mesibov,1994). Practical ideas on implementation will be provided, including elements related to setting up a classroom, work space, or center area, organizing materials, reducing distractions, and providing clear boundaries. Video and photograph examples will be provided, as well as ideas from participants on strategies they are currently using.

o Visual Schedules: While the importance of using visuals with individuals on the spectrum is well known, many professionals may be overwhelmed with their creation and implementation, as well as how to individualize for independent usage. Research highlights will be identified (Bryan & Gast, 2000; Quill, 1997; Massey & Wheeler, 2000), as well as examples of the hierarchy of visual symbols ( i.e. functional objects to written words), different types of schedules (i.e. portable, for specific groups or activities), and novel and creative ways to construct them.

o Transition Preparation: Situations involving a change in the surroundings are often challenging for individuals with ASD. While environments do not need to remain consistent (introducing new environments should be a curricular goal), they do need to be predictable to ensure successful transitions. Two empirically based strategies to prepare for transitions will be addressed—video priming (Schreibman & Whalen, 2000) and social stories, specifically written to relate to transition situations (Lorimer, Simpson, Smith Myles, & Ganz, 2002). Both strategies can be easily implemented by staff or family members prior to transitions. Classroom examples will be provided.

o Choice Making Opportunities: Providing choice has a number of positive benefits, including greater task engagement, increased self determination, and decreased problem behavior (Cole & Levinson, 2002). Opportunities to choose tasks, materials, and upcoming activities allow for the expression of preference, provide control, and enhance receptive and expressive language. Choice can be implemented across the day and throughout the curriculum, and models for implementation will be provided and discussed. Photographs and videotapes will also be shown.

•Conclusions and Discussion: Findings will be reviewed and time will be allocated to answer participant questions or engage in related discussion. Handouts will be provided that will include visual examples of strategies discussed, as well as additional resources for participants.