• Reinforce desirable behaviors that serve as alternatives to inappropriate behaviors (teaching the student what to do rather than what not to do).
• Provide clear structure and a set daily routine.
• Ensure that the student knows the day's schedule at the start of each day and can reference schedule throughout day.
• Vary the activities within the daily schedule so that the student does not become inflexible about the sequence of the schedule or routine itself.
• Provide warning of any change of routine, or switch of activity. Present this warning visually.
• Be aware that some change in manner or behavior may reflect anxiety (which may be triggered by a change in routine).
• Be aware of bright lights, loud noises or too much touching.
• Teach student to accurately identify how they feel as often as they can.
• Provide student a "time out" pass for a few minutes of free time to leave the classroom.
• Set up a special time-out location, so student has a place to go to take a break (could be a quick trip to the restroom or water fountain).
• Encourage students to keep their noise levels down.
• Have a "hands to yourself" rule to respect personal space of all students.
• Organize classroom and teach students how to use and maintain organization.
• Ensure understanding of all assignments and tasks (and materials needed).
• Develop routines for organizing materials and work completion.
• Ensure consistency of expectations among all family members and staff.
• Create a structured environment with predictable routines.
• Create a picture schedule with daily routine.
• Allow student opportunities to move during instruction.
• Use consistent classroom routines.
• Teach student to identify signs of stress, anxiety, anger, etc.
• Use visual organizers to help student evaluate appropriate alternatives to maladaptive behavior.
• Use visual scales to label escalating emotions (e.g. 1-5 scales, Volcano scale).
• Teach and practice coping strategies to reduce anxiety, stress, anger, etc.
• Develop a coping plan; rehearse plan with student when they are calm.
• Introduce opportunities for free writing, journaling, or drawing to express feelings.
• Create a “calming area” or a “sensory area.”
• Provide stress release activities or items, such as drawing, brushing, squeeze toys, weighted blankets, headphones, and music.
• Be aware of signs of anxiety or difficulties a student may be having with sensory and emotional overload (hands over ears, plugging ears, or repetitive behaviors, like rocking).
• Allow student to avoid certain activities which may cause anxiety (e.g. large assemblies).
• Minimize verbal demands when the student is upset, or escalating. Use visuals instead.
• Provide clear, explicit feedback on behavior.
• Set up consistent written rules for each classroom.
• Use color-coded system for behavior and class participation.
• Use an individualized points system / token economy to increase target behaviors.
• An individual with autism might display behavior that can confuse others, particularly in public places. We have provided printable cards that might be used by parents, teachers or friends to indicate to strangers what is happening. They are designed to be folded in half to be business card size. They can be handed out or just laminated and shown as needed.
• Behavior management techniques can be used in the home, school, and community settings. Functional Behavior Assessments/Behavior Intervention Plans can be created by examining a student's specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior.
