This document outlines training modules on autism spectrum disorders. It describes 21 modules that cover topics like defining autism, physical and cognitive characteristics, classroom environments, communication, behavior, and more. The document also discusses different types of behaviors commonly seen in students with autism, including social interaction styles, activity levels, repetitive behaviors, and challenging behaviors. It provides strategies for addressing each of these behavior types. The overall message is that understanding the reasons for problematic behaviors is crucial before attempting to change them.

1. The Basics of Autism
Spectrum Disorders
Training Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
RAAC Training Committee 2011

2. Training Series Modules
 Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
 Module Two: Physical Characteristics of Autism
 Module Three: Cognition and Learning in Autism
 Module Four: Getting the Student Ready to Learn
 Module Five: Structuring the Classroom
Environment
 Module Six: Using Reinforcement in the Classroom

3. Training Series Modules
 Module Seven: Autism and Sensory Differences
 Module Eight: Sensory in the Classroom
 Module Nine: Communication and Autism
 Module Ten: Communication in the Classroom
 Module Eleven: Behavior Challenges and Autism
 Module Twelve: Understanding Behavior in
Students with Autism

4. Training Series Modules
 Module Thirteen: Social Skills in the School
Environment
 Module Fourteen: Functional Behavior Assessment
 Module Fifteen: Working Together as a Team
 Module Sixteen: Autism and Leisure Skills to
Teach
 Module Seventeen: Special Issues of Adolescence
 Module Eighteen: Safety and Autism
 Module Nineteen: Special Issues: High School,
Transition, and Job Readiness

5. Training Modules Series
 Module Twenty: Asperger Syndrome: Managing and
Organizing the Environment
 Module Twenty-One: Asperger Syndrome:
Addressing Social Skills

6. Behavior Characteristics
Students with ASD do not all behave the same. They
have differences based on their communication,
social skills, ability to cope, and their environment.
The following slides will describe four categories of
behavior:
 Social Interaction
 Activity Level
 Repetitive Behaviors
 Aggression

7. Big Idea
The goal is not for us to change the
person, but to improve their ability
to interact with and participate in
their world.

8. Social Interaction
Not Social Overly Social

9. Strategies for Social
Interaction
 Some students with ASD do not like it if
someone is too close to them. It may be
helpful to let the student know that you
are approaching them.
 Some students with ASD like to “people
watch”, or be around people, but not have
to interact with them.

10. Strategies for Social
Interaction
 Some students with ASD do not mind
others being nearby, they just ignore
them. You may have to explain this to
others so that they do not get their
feelings hurt
 Encourage, but do not force the
student with ASD to interact.

11. Strategies for Social
Interaction
Be aware of safety concerns for students with ASD.
 Some students with ASD “never see a stranger”.
 They talk to or they are over-friendly with people
that they don’t know.
 They may be at risk if a person wants to take
advantage of them.
 It can be difficult to teach a child with ASD who is
and who is not a “safe” person.

12. Activity Level
Under-Active Over-Active

13. Strategies for Under-
Activity
It is important to help the student establish an
exercise routine:
 In general, activity level decreases during
adolescence.
 Lack of exercise may result in weight gain.
 Use of a picture schedule may help
 Just like most people, children with ASD need
motivators to exercise.

14. Repetitive Behaviors
None Frequent

15. Repetitive Behaviors
Explained
 Students with ASD may have certain behaviors
that they do over and over again. Often these are
physical behaviors, such as hand flapping, rocking,
finger flicking, or a repeated sound.
 These behaviors may happen because of a sensory
need (see Module Seven).
 These repetitive behaviors may occur more often
when the student is upset, anxious, or when they
are not busy.

16. Strategies for Addressing
Repetitive Behaviors
 Be aware that down or free time often leads to the
student engaging in these behaviors.
 Help the student find things that they can do during
down time.
 There are times that you may want to give the
student something else to do that limits their use of
the repetitive behavior (i.e. if they flap arms, give
them something to carry when they are out in the
community).

17. Challenging Behavior
Challenging behavior can include both physically
and verbally aggressive behaviors.
None Frequent

18. Challenging Behavior May Be
the Result Of*……
 Difficulty expressing basic wants, needs and feelings.
 Not knowing how to ask for help or getting someone’s
attention.
 Appearing to understand directions even when they don’t.
We may think they are being uncooperative.
 Difficulty understanding explanations, reassurance or
instructions.
*Adapted from Nancy Dalrymple’s Helping Children with Autism Learn to
“Behave”

19. Challenging Behavior May Be the
Result of…..
 Difficulty understanding social rules or social interaction.
 Difficulty understanding the viewpoint and motives of others.
 Need for longer than usual time to process, organize, and
retrieve information.
 Dependence on routines and not coping when events are out of
order.
 Limited number of interests and activities.
 Sensory overload.

20. Challenging Behavior May Be the
Result Of…
 Unusual fears about harmless objects or
situations.
 No fear of real dangers.
 Lack of sleep.
 Physical discomfort due to
gastrointestinal or other medical
problems.

21. Strategies for Addressing
Challenging Behaviors
 Must first understand the reason behind the behavior
(refer to Module Twelve)
 It is very important that the student have a way to
communicate so that others can easily understand
them.
 Be sure they understand what you are saying. Just
because the student can talk, they still may not be
able to understand you.
 Check out, and rule out, any medical reasons for a
behavior ( i.e. heartburn, localized pain).

22. More Strategies…..
 The problem could be something in the
environment (sensory) that needs to be changed.
 Give the student time to follow instructions.
 New places and things can be hard. Gradually
introduce new people, places, and things whenever
possible

23. Even More Strategies….
 Change is very hard. Prepare the student for
change. Practice change. It helps to break a task
into small steps.
 Teach new skills or new things in many different
settings with different people.

24. Big Idea
We must first understand
why a behavior happens
before we can change it.