Good Monday morning - I hope. :) Did you have a good weekend?
Something I wanted to pass on regarding "problem solving" with individuals with an ASD. I realize this site has quite a bit of information - maybe too much. (I will work on that part - LOL!) However, the problems at school can range from transition difficulties to severe physical aggression at school. Needless to say, this can be so very stressful for staff and parents. This is also a sign that "things" may be pretty stressful for the student with an ASD. A quick overview would be to just review sections of time throughout the individuals day.
The acronym, VICTORIES, can be the framework - or guide to ensure needed supports are in place (and are appropriate & effective) during each scheduled time frame throughout the students day - specifically the time period when the problem behavior has been occurring.
Arrival: (When the student steps on the school property to the time the student arrives in the classroom & prepares for the first task- what is the student to do? Where does the student go? Is an adult "leading" the student during this time frame or can the student do this independently with success, etc.?)
V - if there were no verbal instructions - how would the student know exactly what to do? What visuals - (Labels, arrow, checklists, etc.) may be helpful during this time?)
I - What makes completing an arrival routine or activity interesting to the individual? Is there something missing which could spark more interest in the tasks of arriving?
C - What is being communicated to the student during this time? Does the student acknowledge what is being communicated verbally or visually during this time?
Are there some communication supports needed? How are changes communicated?
T- How does the student move from one point to the next? Is the student late or early? Does the student go straight to his/her designated area(s)?
O - Is the student able to practice & use self-management skills, communication skills, self-regulation skills, etc.? Have opportunities for specific socialization skills been established during this time? What are the socialization skills needed during this time frame? Is the student all alone?
R- Is the arrival routine reinforcing or frightening to the student? What could make the student's expected arrival routine worthy of repeating? Does the student receive more attention for being loud, keeping to him/herself, or getting out of his/her designated area? Do students pay more attention to the student when he is in "trouble" or performing an unacceptable behavior? Has a token system or self-monitoring system been set up and implemented?
Finish the rest next letter.. hope you get the idea... :)