By Golden Books
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7. High frequency behaviors are “expressive” to the classroom. A reduction of 50 percent may not seem like much, but it is dramatic and substantial to bring this about. 8. Ignore a behavior that is sudden, unexpected, or extreme in nature. 8. Never ignore a behavior that is dangerous or a life-safety issue. 9. , “If you don’t finish your math, you can’t go home”). 9. , “If you take a bite of that chicken, you can have a bite of that marshmallow”). 10. 10. Catch them being good! Behavioral programs should focus (equally) on appropriate behavior as well as inappropriate behavior.
Proficient in decoding words by phonetic elements. · Ability to use pictures, icons, or other graphics for communicative purposes. · Preference for advanced or adult-level word use. Teaching suggestions · Use scripts, stories to broaden use of language beyond rigid boundaries. 55 56 TEACHING CHILDREN WITH AUTISM AND RELATED SPECTRUM DISORDERS · Offer opportunities to converse with older/advanced role models. · Use written words, checklists to give multiple directions. · Broaden ability to see similarities and differences in vocabulary, word structure and meaning.
Teaching techniques · Desensitize the sensory experiences that are least tolerated using a gradual “shaping” procedure. · Use vestibular and other large movement experiences as a reward, or as a de-escalation activity. · Build in a lot of “movement” to instruction (move furniture and equipment, vary seating arrangements, allow walking or running whenever possible). · Offer a variety of non-edible chew toys at certain times of the day. INSTRUCTIONAL STRATEGIES · Give clear expectations of where to sit or stand, how to get from point A to point B.