communication (AAC) systems may need to be considered, whether that involves a Picture Exchange Communication System (PECS), sign language, or a technological device. Although professionals and parents are sometimes concerned that providing
one of these communication options will make it even less likely that a student will speak, studies suggest that effective AAC does not inhibit the development of spoken language.
Restricted, Repetitive Behavior Patterns
Restricted, repetitive behaviors may be evident in students with autism in outward ways such as rocking, pacing, spinning, or finger play as well as repetitive speech or use of objects. However, this challenge often affects them cognitively as well. For example, they may have an overwhelming preoccupation with certain interests or be very resistant to changes in routines. Additionally, they may exhibit atypical reactions to sensory stimuli. It may be effective to systematically teach flexibility and to use any strong interest as a motivator. Understanding reinforcement is essential to working with students with ASD because they may have a limited range of interests and lack of intrinsic motivation. By definition, a reinforcer is something that happens immediately after a behavior and has been shown to increase the likelihood of that behavior happening again. Providing a great consequence for a behavior we want to see repeated can strengthen the
connection between the student’s actions and the results. By clearly defining exactly what behaviors will be reinforced, the teaching staff and student will have a better understanding of the goals to be focused on. When possible, focus on reinforcers that are a natural outcome of the behavior, such as going outside when learning to tie shoes. Staff can also conduct periodic preference assessments to determine what is valuable to each student and use the most powerful items or activities as motivators. For example, if Michael really enjoys computer games, high-fives, and pretzels, and he only gets those rewards when demonstrating the target behaviors, then those behaviors may increase and misbehavior may lessen. Teachers should let the students choose between approved options of what they want to work for and illustrate their progress through the use of token boards or other types of individualized motivational systems.
• • • • • One principal explained, “Teaching students with autism takes a significant amount of patience and hard work. Their needs are often so great and the observable progress often so small that dedicated professionals may not get sufficient feedback to indicate that they are making a difference. There are times when they feel overwhelmed, but there are other times that they express the rewards of working with them.”
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