Supporting Appropriate Behavior in Students With Asperger Syndrome (continued)

• Behavior is functional. In other words, it serves a purpose(s). The purpose or function of the behavior may be highly idiosyncratic and understood only from the perspective of the individual. Individuals with Asperger’s generally do not have a behavioral intent to disrupt educational settings, but instead problematic behaviors may arise from other needs (self-protection in stressful situations).
• Behavior has communicative value (if not specific intent). Individuals with Asperger’s experience pragmatic communication difficulties; while they are able to use language quite effectively to discuss high interest topics, they may have tremendous difficulty expressing sadness, anger, frustration and other important messages. As a result, behavior may be the most effective means to communicate when words fail. 
• Behavior is context related. Understanding how features of a setting impact an individual (either positively or negatively) has particular value for adopting preventive efforts and sets the stage for teaching alternative skills.
• Effective behavioral change may require all involved to change their behavior.

Since behaviors are influenced by context and by the quality of relationships with others, professionals and family members should monitor their own behavior when working with students with Asperger’s. Each time a teacher reprimands a student for misbehavior, an opportunity may be lost to reframe the moment in terms of the student’s need to develop alternative skills.

Design long-term prevention plans.

In the midst of problematic behaviors, adopting a long-term approach to a student’s educational program may be difficult. However, plans for supporting a student over the long term should be outlined from the start. Many procedures and supports with the most relevance and utility for student’s with Asperger’s (e.g., specific accommodations, peer supports, social skills, self-management strategies) must be developed progressively as the child moves through school. These are not crisis management strategies but the very things that can decrease crisis situations from arising.

Discuss how students with Asperger’s fit into typical school-wide discipline practices and procedures.

A major issue is fitting students into typical disciplinary practices. Many students with Asperger’s become highly anxious by loss of privileges, time outs or reprimands, and often cannot regroup following their application. Another issue is school-wide discipline procedures. Schools which focus on suspension and expulsion as their primary approach, rather than on teaching social skills, conflict resolution and negotiation and on building community learning, are typically less effective.

Collaborate, collaborate, collaborate!

Educators, administrators, related service personnel and parents should collaborate on a behavior support plan that is clear and easily implemented. Once developed, the plan should be monitored across settings, and regularly reviewed for its strengths and weaknesses. Inconsistencies in our expectations and behaviors will only heighten the challenges demonstrated by a student with Asperger’s.

References

Bambara, L.M. & Knoster, T.P. (1995). Guidelines: Effective behavioral support. Harrisburg, PA: Pennsylvania Department of Education, Bureau of Special Education.

Koegel, R.L., Koegel, L.K., & Parks, D.R. (1995). “Teach the individual” model of generalization: Autonomy through self-management. In R.L. Koegel & L.K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. (pp. 67-77). Baltimore, MD : Paul H. Brookes Publishing Company.

Williams, K. (1995). Understanding the student with Asperger Disorder: Guidelines for teachers. Focus on Autistic Behavior, 10, 9-16.

Autism Society of America: The Voice of Autism. 
7910 Woodmont Avenue, Suite 300
Bethesda, Maryland 20814-3067
Phone: 301.657.0881 or 1.800.3AUTISM
Fax: 301.657.0869
Web: www.autism-society.org

This material was reproduced with support and permission from The Indiana Resource Center for Autism (IR CA). Visit www.iidc.indiana.edu/irca.