At School Social Stories
Local Autism Support Groups
Parents Engaging Autism Quinte (PEAQ), an autism parent support group, meets once a month on the first Tuesday of the month (no meetings in January, July and August) at Kerry's Place, 189 Victoria Avenue, Belleville at 6:30 to 8 p.m. If you have questions or suggestions for autism topics that are important to you so that we can invite appropriate autism professionals to speak at these meetings. Next PEAQ meeting is on June 5.
Autism parent support group meeting hosted by Mental Health Agency, Trenton and Military Family Resource Centre (MFRC) meeting is on the Second Thursday of the month from 6 to 7:30 p.m. If you have require any further information please contact Marya Peters for more information at 613 392-2811 ext 3953 or email firstname.lastname@example.org
For info on Community Living Prince Edward County Parent Support group, contact Resource Consultants @ 613 476 6038
Central Hastings Autism Support Group meets in Madoc at the Recreation Centre. Contact Renee O’Hara, Family Resource & Support, 613-966-7413 or Tammy Kavanagh, Family Resource & Support, 613-332-3227
Tuesday, February 23, 2010
Addressing problem behaviours
Individuals with autism exhibit challenging behaviours of physical aggression, self-injury, tantrums etc. which can be stressful for their parents. It is important to understand accurately what function the behaviour is serving the individual. A functional assessment is necessary to answer this question because the behaviour is serving a specific outcome. If the behaviour is repeating frequently, the probability, he says, is that the behaviour might unintentionally have been reinforced for the child in the past. The important thing is if you are trying to stop a problem behaviour, the child has to be effectively reinforced for attempting, even in the slightest way, the new desirable behaviour which you are seeking to replace the problem behaviour with.
A functional assessment can be carried out in the following steps:
1. Define a target in measurable terms e.g. biting a peer on the hand at recess.
2. Examine what happens immediately before the problem behaviour and what was the immediate consequence. e.g. hitting his head on the livingroom floor while watching tv, consequence: someone rushes to stop him (attention-seeking then?) Collect these data from family members, school personnel and agents working with the child.
Other scenarios might been because of need to escape/avoidance of tasks, control, lack of communication skills, stress or frustration or just stimulation. Following the assessment, modifications can be made to his/her environment, the goal being to provide a stable and predictable environment to prevent undesired behaviour.