15 Behavior Strategies for Children on the Autism Spectrum (2023)

15 Behavior Strategies for Children on the Autism Spectrum (1)Written by Rachel Wise (article republished with permission)

In this article you will find15 supportive behavior strategies for childrenon theautism spectrum (some strategies can be used with adults as well). Many of the strategies can also be used to help children without autism who have challenging behaviors.When caring for or working with a child with autism, a parent, teacher, or other adult may become frustrated with the child’s behavior. Behaviors can come on suddenly, last for hours, be hard to control, or make the adult scared or embarrassed.

Side-Note: *Autism is considered to be on a spectrum. It is called a spectrum because some people have only a few or mild symptoms while others have many or severe symptoms.

Here are some common characteristics of children with autism to help you better understand the root of their behavior. Some of the characteristics below can also be common in very young children, or individuals with developmental or emotional disabilities. Keep in mind that all children with autism are different. Some may have only a few of the characteristics below, while others may have many.

Side-Note: *All children have exceptional strengths as well. It is extremely important to focus on these strengths, let the child know how proud you are of his efforts, and incorporate strengths into play and learning.

Characteristics of Autism Can Include:

  • trouble using and understanding language or certain aspects of language such as sarcasm, expressions, and body language.
  • difficulty taking in sensory input in an ordinary way. For example, a vacuum cleaner may sound overly loud, a smell may be extra strong, or the feel of something may be extra itchy.
  • a need for a particular routine so they know what to expect as they can become frustrated when things don’t go the way they had expected.
  • trouble recognizing another person’s opinion or understanding another person’s feelings.
  • difficulty working on or participating in activities with no clear ending (e.g., an open ended writing activity, a class lecture)
  • difficulty switching from one activity to another, especially if they have to switch from something enjoyable to something not enjoyable (I think everyone can relate to that).
  • difficulty organizing themselves in productive play when not directed or given specific instructions.

Sometimes these characteristics lead to problem behaviors at home, in the classroom, or in the community which can be frustrating for the child and the adults caring for him.

Here are some strategies which can prevent problematic behaviors or promote positive behavioral changes (since every child is different, you may have to try different strategies to see which ones work best with your child/student):

(Note: the strategies below illustrate ways for the adult to behave in order to promote positive behavior in the child. Adults who work with children with behavior challenges are sometimes surprised to hear that they have to change their own behaviors or change the environment to meet the needs of the child. As a behavior consultant, I have often heard “Why should I have to change? He is the one acting out.”, “It is too much work to make these changes.” “Why should he be rewarded for doing what he is supposed to do?” In actuality, the adult does not have to make any changes in their own behavior or the environment, but then the child’s behavior will not change. As far as rewards go, it is always beneficial to acknowledge and praise children for positive behavior and to let children earn privileges rather than taking privileges away).

*Keep in mind that there is no magic answer. All you can do is try your best. If you are putting sincere effort into implementing effective strategies and trying your best to meet the needs of your child/student, you are doing the right thing, even if you are not getting the results you hoped for. Additionally, children who do not appear to understand language may not respond to some of the strategies in this article, but some suggestions for children with severe language difficulties are also included. If you feel like the situation with your child is unmanageable, seek help from a medical, behavioral or mental health professional. If you work in a school, talk to your team members to get as much support as possible.

15 Behavior Strategies to Help Kids with Autism

1 – Let the child know what will happen next.

For example, “After you finish the puzzle, it is time to brush your teeth”, or “In five minutes it is time to turn off the computer and start your writing assignment.” For some children it is helpful to set a timer so the child can keep track of how much time is left. So in the example above “In five minutes it is time to turn off the computer and start your writing assignment” you would set the timer for five minutes. Some children need reminders as the time is winding down to 2 minutes, 1 minute, etc.

For children who have trouble understanding theconcept of time or numbers, a visual timer can be helpful because the child can see how much time is left.

Visual timers can be purchased on Amazon15 Behavior Strategies for Children on the Autism Spectrum (2) or other online stores. Here are some examples below that you can click on to see prices and reviews.

Red Clock Visual Timer15 Behavior Strategies for Children on the Autism Spectrum (3)

With a red clock visual timer, children can see time running out as the red disappears.

Sand timer15 Behavior Strategies for Children on the Autism Spectrum (5)
15 Behavior Strategies for Children on the Autism Spectrum (6)15 Behavior Strategies for Children on the Autism Spectrum (7)
Sand timers15 Behavior Strategies for Children on the Autism Spectrum (8) let children know that time is up when the sand at the top gets to the bottom.

You can even get a free visual timer app on your IPhone, IPAD, or Android device. Just do a search for visual timer in your app store.

See 3 Ways to Use Timers to Encourage Homework and Chore Completion for more information on how to implement timers for children with and without autism.

Some children respond better to a visual countdown chart, than a visual timer. An example would be a piece of laminated construction paper with the numbers 5, 4, 3, 2, and 1 Velcroed on. When there is 5 minutes left you show the child the countdown (e.g., we have five more minutes of computer time). At four minutes you pull off the number 5. You keep doing this each minute until you pull off the 1 and that is the signal that the activity is over and you will be moving on to the next activity).

You would need to get the paper laminated and purchase Velcro to make this kind of chart (there are instructions at the bottom of this article for how to do this).

Side Note: *Children who have difficulty understanding language may respond better to pictures telling them what is expected, rather than verbal directions. For example, if you want the child to work on math and then have a play activity, you can show them a “first/then”boardrather than saying “First we will do math and then play a fun game.” See an example of a “first/then” board below (you can find instructions for how to make this at the bottom of the article).

15 Behavior Strategies for Children on the Autism Spectrum (9)

Just like the timers, you can also find IPAD, IPhone, and Android First/Then Apps. These apps have libraries of real photos to create first /then boards right on the screen. Check out theFirst Then Visual Schedule HD by Good Karma Applications,for IPAD/IPhone for an example.

2-Set Expectations, be Consistent, and Follow Through

For example, if you tell your child that you will play a game with him if he plays quietlywhile you talk on the phone for five minutes, make sure that you keep your end of the bargain (barring unforeseen circumstances).You may need togive him a choice of what activity to do during thattime that you are on the phone. If your child can’t tell time, set a timer that your child can see, get off the phone in exactly 5 minutes (barring unforeseen consequences), and play the game. If you do this consistently, your child will come to know what is expected and will believe in what you say. As he improves, you can increase the time. Once he learns how to play independentlywhile you talk on the phone, you may be able to fade back on such a rigid set-up, but it is a good starting point to teach him how to act while you talk on thephone.This is one example but can be applied to many scenarios.

If you don’t implement expectations with consistency and follow through on your words, your child will not know what to expect. This can lead to anxiety and challenging behavior (e.g., talking to you while you are on the phone, repeatedly asking when you will be off the phone, etc.). Children with autism or other challenging behaviors thrive on predictability, so do your best to make their world predictable. Another example of predictability would be having a set routine each night (e.g. first homework…then TV or first put pajamas on…then read a story). Keep in mind that difficult behaviors are more likely to come out when things aren’t predictable, and we know we can’t make everything predictable all the time. Just know that if you are doing your best, it is not yours or your child’sfault when things don’t go according to plan. Just get back in the swing of a predictable routine as soon as possible.

3 – Acknowledge your child or students for complying with your requests

For instance, if your child is using a loud voice in the movie theater and you say, “whisper in the theater,” praise the child with a comment such as “nice job whispering”, or “thank you for being respectful in the theater.” For children who understand language well, situations like this are a good time to teach about other people’s perspectives (e.g., “Thank you for whispering. This let’s other people hear the movie.”).

4 – Tell the child specifically what you expect and allow him to earn privileges for complying with your expectations

For instance, if your child often has a tantrum in a store when he can’t go to the toy aisle, tell him exactly what you expect of him before you go to the store and reward him with a privilege for following that expectation. For instance, you can say something like “We are going to Target. We are going to the school supply aisle to buy paper and pens, and then we will pay and go home.” Once in the store you can give reminders (e.g., now we are going to get the paper and pens, now we will go pay, you’re doing a nice job following the rules, now we are going home, etc.).

Let the child know that he can earn a privilege for following the rules. Privilege ideas include getting a sticker of a favorite character, playing a favorite game once at home, watching a favorite show, going on the computer, staying up ten minutes past bed time, etc. Try to think of a privilege that your child might like or ask him what he would like to work towards.

When the child earns the privilege, praise him with specific language. In the example above you could say, “You followed the rules at the Target. We got the paper and pens, paid, and came home. Nice work! Now you can enjoy some computer time.” Make sure the privilege is something the child wants. You can let the child choose what he would like to work for ahead of time. Children also benefit from nonverbal praise such as high fives, smiles, thumbs up, etc.

Side Note: *Children with difficulty understanding language often respond better to pictures, visual cues, demonstrations or physical prompting than verbal instructions. For example, many children I have worked with with autism walked nicely in the hall after I demonstrated how, rather than after I said “walk nicely.”

5 – Give Choices

All children, including those with autism, like to feel a sense of control over their world. Many children benefit from having the choices limited to two to four options (depending on the child), as they get overwhelmed with too many choices and cannot decide. Examples of choices are: “Do you want to play a board game or watch TV,” “Do you want butter or jelly on your bagel,” “Do you want to wear the green or red shirt?” Again, children with language difficulties often have more success making choices when you show them the options or pictures of the options (e.g., hold up the red and green shirt and let them point to the one they want). Afree IPAD15 Behavior Strategies for Children on the Autism Spectrum (10) App for generating pictures to show kids choices isChoiceBoard-Creator. See an example below:

15 Behavior Strategies for Children on the Autism Spectrum (11)

6 – For some children with language difficulties, showing the child the activity or toy that he will be utilizing next is helpful to encourage him to move from one activity to another

For example, if the child is on the computer and you want him to come work on a puzzle, show him the puzzle so he knows what it is you want him to come do.

7 – If possible, use a schedule to let the child know how his day will go

For children who have trouble reading or understanding language, a visual schedule would be best. A schedule for after school could include “eating a snack”, “doing homework”, “watching TV”, “playing a game with the family”, “reading a book”, “taking a bath” and “going to bed.” A visual schedule at school could include “math”, “reading”, “gym”, “lunch”, “recess”, “art”, “science”, “packing up”, and “getting on the bus.” Below is an example of a visual schedule:

15 Behavior Strategies for Children on the Autism Spectrum (12)

See How to Use Schedules to Improve Children’s Behavior for more on getting the materials for and utilizing “first/then boards” and visual schedules.

8 – Allow the child to bring a transitional object from one activity to the next.

For instance, if the child has to leave the classroom to go with a new staff member such as a speech therapist, let him bring a favorite object from the classroom such as a stress ball or toy car. This can assist with helping him feel more comfortable in the unfamiliar surroundings.

9 – Distract and redirect problematic behavior instead of saying “stop” or “no.”

For example, if the child is running in the store, remind him or show him how to walk nicely. If necessary, find something interesting to show him and call his attention to it, rather than focusing on the problematic behavior. If he is running in the hall at school, redirect him back to the line, with a short directive such as, “Come back to your spot in line” or remind him to “walk in the hallway.” For children with trouble understanding language, try demonstrating what is expected or use a gesture, rather than just giving the verbal direction.

10 – If the child seems over stimulated from sensory input, such as in a large crowd, bring him to a quieter place to de-stress.

Be mindful of situations where your child might feel overwhelmed before you take him there (e.g., a fireworks show, a crowded festival, etc.).

There are also strategies to create an environment that helps a child with autism feel less overwhelmed by sensory input.See How to Set Up the Classroom for Children with Autismand ADHD which includes strategies that can be used at home as well.

  • Autism and Wandering Behavior: Tips for Schools and Professionals

11 – Make directions clear, short, and concrete.

For example, if your child is throwing food at the table say, “eat your food” rather than “Be good at the table,” “Don’t throw your food” or “Would you stop with that! You are always throwing your food.” For children with difficulty understanding language, showing them a picture or a visual demonstration of the behavior you want to see, can be helpful.

12 – Take advantage of teachable moments.

For example, If the child snatches a toy from another child, teach him how to use his words to ask for they toy (if he has the language capabilities to do so) rather than reprimanding him for snatching the toy.

13 – When giving tasks, assignments, chores, etc. many children do better if they know when the task will end.

Some examples of activities with a clear ending includepuzzles, a specific number ofmath problems, a specific number of pages to read, a timed event (e.g., the lesson will last ten minutes – set a timer), a specified way to complete a chore such as “Put ten toys in the bin.” or “Spray the window three times and use the paper towel to wipe the spots off,” a specific number of lines to write on the page for a writing assignment, etc. (visually defining the task is helpful as well; for example numbering the paper for a math assignment, using a visual timer or graphic organizer for a lecture, numbering the lines for a writing assignment, etc.). See an example of an activity with a clear visual ending below:

Please cut out each word and match it to the correct picture.

Related Article: Many of My Students on the Autism Spectrum Would Not Participate Until I tried These Hands On/Interactive Tasks.

Additionally, when the task has a clear visual ending, it eliminates the need for a timer. For instance, if the child is working on a 10 piece puzzle you can let him know what comes next (after you finish the puzzle, it is time for dinner) and no timer would be needed. This concept can be applied to anything with a clear visual ending (e.g., after you finish the ten math problems, you can go on the computer). Whether you are using a timer or giving an activity with a clear visual ending, give a break in between for the child to do something enjoyable if he gets overwhelmed or frustrated with lengthy tasks. For example, if the child is supposed to write 20 sentences for homework, let him write ten, take a 10 minute break to do a preferred activity, and then do the next ten. (set a timer or use another method to clearly indicate when the break is coming to an end, such as a countdown chart or a short task with a clear ending).

14 –Some children thrive when given structured hands-on or visual activities:

Many children I have worked with or have observed, did very well (sat nicely, worked diligently, etc.) when given a hands-on/visual activity. Examples include playing a computer game, sorting objects by color or object type (for example, putting the silverware away from the dishwasher, sorting laundry by light and dark, putting materials away in the correct boxes, etc.) completing a puzzle, constructing a model car, tracing or coloring in a picture, etc. As another example, some teachers of children with autism teach academic skills through sorting tasks. For instance, an activity about learning colors would require the childto put all the yellow chips in a yellow cup, all the blue chips in a blue cup, etc. Keeping a child focusedwith an activity they do well at is a great way to encourage calm behavior. However, if the child is feeling overwhelmed or frustrated from the activity, allow a break or a change in the task.

15 – Stay calm when interacting with the child (I know it can be hard at times but make every effort to be as calm as possible).

If you are regularly having trouble staying calm, you may benefit from talking to a friend, family member, or therapist for support. Do not take it out on your child. Yelling and threatening will not make behavior better. It may stop the behavior in the short-term, but the behaviors will occur again. You may actually make the behaviors worse because the child may start to feel anxious, scared, angry, embarrassed, or sad. Children with autism are not choosing to act in a way that is frustrating to you or anyone else. They legitimately need positive support from you to help them meet their emotional/behavioral needs.

Finally, it is important to recognize that some children on the autism spectrum have trouble generalizing expectations across situations, so the same strategies may need to be used in situations that are similar to one another.

Keep in Mind: If you are using these strategies for the first time, you may not see change as quickly as you ‘d like. Your child/student will not be used to your new techniques and may even push harderdue to the sudden change in your behavior.I know it is hard but be patient and keep implementing these strategies with consistency.

Here are someoptions for how you can create pictures to use with children with language difficulties:

15 Behavior Strategies for Children on the Autism Spectrum (14)Option 1: Create pictures and schedules on anIPADApp such asChoiceworks and either use them right on the tablet, or print them out and laminate them. You can get laminating done atStaplesor purchase your own laminator and laminating patches, such as theScotch Thermal Laminator Combo Pack15 Behavior Strategies for Children on the Autism Spectrum (15)shown below.

15 Behavior Strategies for Children on the Autism Spectrum (16)

If you work in a school, they may already have a laminator for you to use. If you are a parent, you can also try asking your child’s school if they can help you laminate some pictures for an at home schedule.

Option 2: SearchGoogle Imagesfor the pictures you want to use, print them out, and laminate them.

Option 3: Purchase ready made laminated pictures such as theHome and School Responsibility Checklist Setor theAll-in-One Kit for Autism Communication, with160 large color photos.

Option 4: Use computer software to create and print out pictures such asVisual Essentials Photo and Template Collection(although some raters have complained that it needs updating and is not as good asBoardmaker15 Behavior Strategies for Children on the Autism Spectrum (17), it is much more affordable). There are3,000 photos, templates and layouts and photo schedules that are pre-made for everyday routines related to chores, hygiene, and more (again, print them out and laminate them).

Option 5: Take pictures of your own child involved in the activity that you want a picture for. Develop or print out the pictures and laminate them.

Additional Information: Check out the importance of how sensory needs play a role in challenging behaviors for individuals on the autism spectrum:

What did I miss? Please add your own effective strategies below.

Do you want to enhance your knowledge and career opportunities in the field of autism? Become a Certified Autism Specialist and save. To learn more visit here.

by Rachel Wise, CAS


What are 5 strategies that can be used to help support children with autism spectrum disorders? ›

Our 5 Best Autism Teaching Strategies
  • Support Routines and Transitions. Most children with autism are sensitive to abrupt changes in routine and will learn best in routine situations. ...
  • Use Visual Cues. ...
  • Use Special Interests as a Gateway to Teaching Skills. ...
  • Incorporate Sensory Tools. ...
  • Support social skills practice.
Nov 5, 2019

What are positive behaviour strategies in autism? ›

Provide clear expectations of behavior: Show or tell your child what you expect of him using visual aids, photographs or video models. A great way to teach new skills is Tell-Show-Do. Set him up for success: Provide accommodations. Accept a one word answer instead of demanding a whole sentence.

What are common behavioral interventions for autism? ›

A notable behavioral treatment for people with ASD is called Applied Behavior Analysis (ABA). ABA encourages desired behaviors and discourages undesired behaviors to improve a variety of skills. Progress is tracked and measured.

What are the top three interventions for a child with autism? ›

Early Intervention Strategies
  • Applied Behavioral Analysis. Applied behavioral analysis or ABA is a commonly used strategy with children with autism under five years old. ...
  • Social Stories. ...
  • Sign Language. ...
  • Occupational Therapy. ...
  • Floortime. ...
  • Picture Exchange Communication System. ...
  • Music Therapy.
Sep 10, 2021

What are the best activities for autism spectrum disorder? ›

Hobbies such as collecting stamps, playing cards or board games, drawing and photography can also provide opportunities for enjoyment, as well as increased self-confidence and motivation individuals on the spectrum.

What is behavioral strategies examples? ›

The most commonly used behavioral strategy is by far Check-in/Check-out. This evidence-based method aims to help students improve behavior by having them discuss behavioral expectations and performance with a teacher, mentor, or another educator at the beginning and end of each day.

What are 3 proactive strategies for positive behavior? ›

Examples of proactive strategies include modifying task characteristics, reorganizing the physical setting, clarifying routines and expectations, revising the activity schedule, changing social interactions, providing more opportunities for choices, enhancing the predictability of the setting, and addressing ...

What is positive behavior support examples? ›

Examples of positive behavior supports in the classroom can include routines, proximity, task assessment, and positive phrasing. Classroom Routines: A teacher can promote positive behavior in the classroom by using the ABA technique of establishing routines.

How do you teach children with autism effectively? ›

Here are six tips to help your students with autism thrive in the classroom.
  1. Avoid sensory overload. Many unexpected things can be distracting to students with autism. ...
  2. Use visuals. ...
  3. Be predictable. ...
  4. Keep language concrete. ...
  5. Directly teach social skills. ...
  6. Treat students as individuals.
Mar 15, 2016

How do you teach an autistic child to answer yes or no questions? ›

Many children benefit from visual support to help them understand questions and to know which words to use to respond to those questions. When you ask your child a yes/no question, consider using gestures like pointing or showing items while you ask. This helps your child understand what you are asking about.

What is the best way to help an autistic child speak? ›

Here are our top seven strategies for promoting language development in nonverbal children and adolescents with autism:
  1. Encourage play and social interaction. ...
  2. Imitate your child. ...
  3. Focus on nonverbal communication. ...
  4. Leave “space” for your child to talk. ...
  5. Simplify your language. ...
  6. Follow your child's interests.
Mar 19, 2013

What are some behavioral intervention strategies? ›

9 Examples of Positive Behavioral Interventions
  • Routines.
  • Breaks.
  • Silent Signals.
  • Proximity.
  • Quiet Corrections.
  • Special Tasks.
  • Positive Phrasing.
  • Behavior Statements.
May 26, 2022

What are two behavioral strategies interventions? ›

Examples of Positive Behavior Intervention Strategies

Positive behavior intervention strategies include designing routines, implementing silent signals, assigning tasks, and setting expectations. These strategies help encourage positive behaviors from individuals while simultaneously suppressing negative behaviors.

What is an example of a behavioral intervention plan? ›

For example: seating child near teacher with back to classroom when doing seat work; picture sequence chart on desk that outlines class schedule to help with transitions; allow for oppor- tunities to move around; nonverbal cues and signals. Targeted Positive Behaviors to Increase.

What are early intervention strategies? ›

Early intervention approaches often focus on supporting four key aspects of child development – their physical, cognitive, behavioural, and social and emotional development – where it has the potential to make the biggest difference and provide benefits throughout a person's life.

What is an example of prevention strategies for autism? ›

Prevention: when push comes to shove, watch your language! Use visual structure to 'work around' challenges but sometimes it's best to avoid some situations entirely. Weigh up costs and benefits ( to child or young person, peers and staff). introduce relaxation strategy • raise demands gradually – small steps.

Which activities are challenging for children with autism? ›

The unstructured parts of the school day, such as lunch, may present the greatest challenges. Many students with ASD have difficulty using a pencil and paper for writing. Some have difficulty with organization and schedules.

What are 5 examples of intervention strategies? ›

Let's take a look at the most commonly used intervention strategies:
  • Behavioural Interventions. ...
  • Collaborative Interventions. ...
  • One-to-One Interventions. ...
  • Classroom-Based Interventions. ...
  • Social, Emotional and Wellbeing Interventions. ...
  • Peer Tutoring. ...
  • Metacognition and Self-Regulation. ...
  • Homework.
Jul 9, 2021

What are the 5 stages of behaviour based strategies? ›

Page 1
  • Stages of behaviour change. ...
  • Pre-contemplative/unaware. ...
  • Contemplative. ...
  • Preparing. ...
  • Action/trying. ...
  • Maintaining. ...
  • Termination/advocacy/transcendence.

What are the 5 stages of behavior based strategies? ›

Based on more than 15 years of research, the TTM has found that individuals move through a series of five stages (precontemplation, contemplation, preparation, action, maintenance) in the adoption of healthy behaviors or cessation of unhealthy ones.

What are the 3 reactive strategies? ›

Reactive strategies
  • Distraction.
  • Reducing expectations.
  • The use of agreed physical interventions.
  • Reassurance.

What are the three active strategies? ›

Active Learning Strategies
  • Reciprocal questioning. Use reciprocal questioning to encourage an open dialogue in which students take on the role of the teacher and create their own questions about a topic, reading section, or lesson. ...
  • Three step interviews. ...
  • The pause procedure.
Apr 17, 2018

What is a positive behavior support strategy? ›

Positive behavioral interventions and supports (PBIS) is a schoolwide systems approach aimed at establishing positive student culture and individualized behavior supports necessary to create a safe and effective learning environment for all students (Sugai & Horner, 2009).

What are the 4 key qualities of positive behavior support? ›

Essential components of the behavior support plan are prevention strategies, the instruction of replacement skills, new ways to respond to problem behavior, and lifestyle outcome goals.

What are the 4 elements of positive Behaviour support? ›

Positive Behaviour Support (PBS) approaches are based on a set of overarching values. These values include the commitment to providing support that promotes inclusion, choice, participation and equality of opportunity.

What is a behavioral intervention for children? ›

A behavioral intervention plan, or BIP, is a written plan to help a student who is struggling to behave in class. It's created for children who repeatedly misbehave at school and whose behavior is significantly impacting their learning. BIPs aim to stop problem behaviors by rewarding good ones.

How do you calm an autistic child in the classroom? ›

Use physical objects to calm your loved one with autism.
  1. Use Sensory Objects. Sensory objects and toys are perfect for soothing the early stages of a meltdown. ...
  2. Provide an Escape. ...
  3. Offer Distractions. ...
  4. Try Breathing Techniques. ...
  5. Don't Underestimate Exercise and Movement. ...
  6. Start a Yoga Routine. ...
  7. Have a Game Plan Ahead of Time.
Apr 29, 2022

How do you control an autistic child in the classroom? ›

Strategies For Handling Autism Behavior Problems In The Classroom
  1. Follow A Behavior Plan. ...
  2. Incorporate Strengths & Interests. ...
  3. Increase Structure. ...
  4. Set & Explain Realistic Expectations. ...
  5. Time Transitions. ...
  6. Address Sensory Sensitivities. ...
  7. Offer Quiet Space. ...
  8. Improve Communication Skills.
Feb 27, 2020

How do you motivate an autistic child in the classroom? ›

Incorporate learning tasks into preferred topics and activities. Plan tasks and activities that result in meaningful outcomes from the perspective of the learner. Vary tasks and activities frequently as opposed to requiring boring repetition. Conversely, capture opportunities to expand learning when interest is high.

How do you communicate with an autistic child in the classroom? ›

Effective Communication in a Neurodiverse World, are based on what autistic people want you to know and do.
  1. Slow down. ...
  2. Allow processing time. ...
  3. Make it visual. ...
  4. Make it personal. ...
  5. Short and manageable questions and instructions. ...
  6. Say 'what to do' rather than 'what not to do' ...
  7. Avoid confusing language.
Apr 8, 2022

How do you manage autistic responses? ›

Tips for Talking to Adults on the Autism Spectrum
  1. Address him or her as you would any other adult, not a child. ...
  2. Avoid using words or phrases that are too familiar or personal. ...
  3. Say what you mean. ...
  4. Take time to listen. ...
  5. If you ask a question, wait for a response. ...
  6. Provide meaningful feedback.

What are some techniques that are used to help a non verbal autistic child communicate? ›

6 Autism Communication Strategies
  • Join in with non-verbal cues. Hand gestures and eye contact are essential body language activities that we all do and are widely recognised. ...
  • Imitate to build mutual respect. ...
  • Use flashcards. ...
  • Keep talking. ...
  • Practice sign language or Makaton. ...
  • Communication passports.

What are the 6 major intervention strategies? ›

6 steps to create an effective interventions strategy
  • Step 1: Define the outcome. ...
  • Step 2: Carefully plan your intervention. ...
  • Step 3: Start small. ...
  • Step 4: Scale up your intervention. ...
  • Step 5: Make sure you're monitoring progress. ...
  • Step 6: Share best practice!

What are the 7 strategies for minimizing off task behaviors? ›

Strategies for Reducing Off Task Behavior
  • Teaching Skills You Can Use.
  • Learning names: This is the singular most important tactic in ensuring an efficient classroom. ...
  • Back to Wall: ...
  • Proximity Control: ...
  • With-It-Ness: ...
  • Selective ignoring: ...
  • Positive Pinpointing: ...
  • Consequences for behavior:
Aug 6, 2010

What are the 7 components of a behavior intervention plan? ›

Using the information gathered in the Functional Behavior Assessment, the Behavior Intervention Plan will address the following areas related to the problem behavior: (1) Prevention (2) Replacement Behaviors (3) Teaching (4) Positive Reinforcement (5) Problem Reducing Strategies (6) Crisis Plan (if needed) and (7) ...

What are four intervention strategies? ›

4 Common Types of Intervention Techniques
  • Simple Intervention. A simple version is when one individual, usually a close friend or family member, confronts the addict. ...
  • Classic Intervention. ...
  • Family System Intervention. ...
  • Crisis Intervention.
May 26, 2021

What are behavioral learning strategies? ›

Teachers use behaviorism to show students how they should react and respond to certain stimuli. This needs to be done in a repetitive way, to regularly remind students what behavior a teacher is looking for. Positive reinforcement is key in the behavioral learning theory.

What are three intervention strategies for challenging Behaviour? ›

Intervention strategies
  • Assess the behaviour, focus on its influences, triggers and function (such as what purpose it serves). ...
  • Develop a behaviour support plan and/or individual education plan.
  • Consider if any environmental changes need to be made, for example changing the classroom set up.
Feb 28, 2023

What are the 5 components of a behavior intervention plan? ›

The essential components of a BIP are as follows: • a detailed description of the behavior; • summary statement describing the function of the behavior; • interventions used and their results; • behavioral goals; • plan for teaching and supporting the new behavior, including a crisis intervention plan (if needed); • ...

What are behavioral intervention programs? ›

A behavior intervention plan (BIP) is a written improvement plan created for a student based on the outcome of the functional behavior assessment (FBA). The FBA should identify what is maintaining or causing a challenging behavior, and the BIP specifies the actions to take to improve or replace the behavior.

What are Tier 3 behavior interventions examples? ›

Examples of Tier 3 interventions might include: individual counseling, family counseling; or administration of a Functional Behavioral Assessment to provide concrete data to create an individual Behavior Support Plan.

What are five of the things you might you do to help students with autism spectrum disorder to behave appropriately in the classroom? ›

Here are six tips to help your students with autism thrive in the classroom.
  • Avoid sensory overload. Many unexpected things can be distracting to students with autism. ...
  • Use visuals. ...
  • Be predictable. ...
  • Keep language concrete. ...
  • Directly teach social skills. ...
  • Treat students as individuals.
Mar 15, 2016

What are 3 ways structure supports students with autism? ›

This chapter discusses the features of structure that have proven useful in classrooms for students of all ages with autism. These features are physical organization, scheduling, and teaching methods. The key to effectively using each of these features is individualization.

What treatments are used to support a child with autism? ›

What are the treatments for autism?
  • Behavioral management therapy.
  • Cognitive behavior therapy.
  • Early intervention.
  • Educational and school-based therapies.
  • Joint attention therapy.
  • Medication treatment.
  • Nutritional therapy.
  • Occupational therapy.
Apr 19, 2021

What are three strategies to help a student with autism be included more in a general education classroom? ›

Pay attention to their strategies and avoid interfering if possible. Give everything a place. Avoid visual overload. Designate active learning areas – consider creating a “sit to learn” area and a “move to learn” (a child who paces could have a designated area that may be less distracting to other students)

What strategies could educators use to calm an autistic child down? ›

Give your child space, don't touch them, and keep other people away. Turn down lights and keep things quiet, or give your child noise-cancelling headphones. Let one person speak to your child, but don't say too much. Stay calm and wait.


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