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Autism Spectrum Disorders for Paraprofessionals:
Providing Effective Instruction and Supports
Vocabulary
Accommodations – One component of an IEP; supports that are provided to help a student fully access the general education curriculum or subject matter. A list of supports the student needs to learn the goals and objectives that are outlined. An accommodation does not change the content of what is being taught.
Alternative Behavior – A behavior the student can perform instead of the problem behavior which will provide a similar outcome.
Antecedent (Fast Trigger) – One part of the behavior chain; an event that happens right before a behavior occurs.
Asperger’s Syndrome – One of the three disability categories under the Autism Spectrum Disorder umbrella; in Asperger’s Syndrome, deficits in social skills and restricted or repetitive behaviors are generally present. Unlike autism, individuals with Asperger’s Syndrome usually develop language in a more typical sequence and timeline though communication deficits are still present.
Attention – One possible aspect of what a student is trying to get/obtain or escape/avoid through the demonstration of interfering behaviors; this could include attention from others, interacting with individuals, crowds of people, and/or playing.
Augmentative and Alternative Communication (AAC) Device – Something that helps the person to communicate; an “alternative” to talking or may “augment” talking.
Autism – One of the three disability categories under the Autism Spectrum Disorder umbrella; a developmental disorder that appears in the first three years of life, characterized by deficits in communication and social skills as well as restricted or repetitive patterns of behavior.
Autism Spectrum Disorder (ASD) – An umbrella term that includes three different disabilities (Autism, Asperger’s Syndrome and Pervasive Developmental Disorder – Not Otherwise Specified); within any of these three disability categories, individuals will display deficits in the areas of communication, social skills, and unusual patterns of behavior.
Behavior – The actions or reactions of a person as a response to something that happens internally or externally. Behavior is what we say and do. Behaviors can be positive or negative.
Behavior Chain – A sequence of observable events composed of setting events, antecedents, behaviors, and consequences.
Behavior Intervention Plan (BIP) – A document which describes the strategies and supports that are to be implemented for any student who demonstrates interfering behavior. A BIP is developed by the student’s IEP team and is a legal part of the student’s IEP. A plan is legally required for any student who has behavior that interferes with his or her own learning, interferes with the learning of other students, or behavior that is dangerous and poses a safety issue. It may also known as Behavior Support Plan or Positive Behavior Support Plan.
Choice Board – An example of a visual support; a board or list of reinforcers that are available to the student so that they can choose which item they would like to earn or which activity they would like next.
Choice Making – The ability to decide between two or more options; a powerful strategy which can be used to proactively reduce the possibility of problem behavior.
Communication – The exchange of information through verbal and/or nonverbal means, signs, pictures, or voice output communication devices; a core area of deficits in individuals with Autism.
Consequence – An event that occurs after the behavior. The last part of the behavior chain. Consequences act as reinforcers or punishers to the behavior. Consequences maintain, increase, or decrease the likelihood that a behavior will occur again.
Consistency – Working together in a similar manner to accomplish the same goals and achieve the same outcomes; an essential component of an effective IEP team.
Crisis – Any unstable or dangerous situation.
Cue Card – An example of a visual support; it reminds a student what to do or what to say.
Educational Team – The individuals responsible for designing and implementing a student’s IEP; by having team members from various disciplines, unique and diverse information can be accounted for and used accordingly. The team may include the student, the family, a special education teacher, a general education teacher, a paraprofessional, a speech language pathologist, an occupational therapist, and others who have needed skills or information about the student.
Escape or Avoid Something – One possible function of a behavior; the student may demonstrate interfering behavior in order to escape attention, an item, an activity, a person, or sensory stimulation.
Executive Functioning – The processes in our brain which help us to learn; executive functioning includes attending, planning, organizing, problem solving, and impulse control.
Expressive Language or Expressive Communication – When we use communication to relay a message to someone else; can occur verbally or nonverbally.
Extent of Participation with Students without Disabilities – A component of an IEP; a statement regarding the amount of time the student spends with peers in general education.
First/Then Board – A type of visual support; can help define how long a student has to work or the sequence of activities.
Full Verbal Prompt – One type of prompt within a prompt hierarchy; the entire word, phrase, or sentence that the student is to say is modeled for him or her.
Function (of a Behavior) – The purpose of a behavior; what the student is trying to communicate, obtain or avoid. Functions of behavior include getting or obtaining something (i.e. attention, tangible items or activities, or sensory stimulation) or avoiding or escaping something (i.e. attention, tangible items or activities, or sensory stimulation).
Functional Behavior Assessment (FBA) – A critical step in creating a Behavior Intervention Plan (BIP). A process in which the educational team gathers data about an interfering behavior and its function so they can determine what to do about the behavior. This includes determining the setting event if there is one, the antecedent, and the consequence. Information from a functional behavior assessment will help the teacher to develop a plan to address the problem behavior.
Gestural Prompt – A cue given, using nonverbal communication to a student to help them understand or perform a task, complete an instruction, or answer a question; examples include pointing to the correct answer, shaking your head “no” to prompt a verbalization of “no,” or pointing to the chair in which to sit.
Individualized Educational Plan (IEP) –A written statement describing the educational program that has been designed to meet a student’s unique needs; an IEP document is comprised of the
present level of performance, measurable goals and objectives, how progress will be measured, accommodations/modifications, special education and related services, locations where services are provided, the extent of participation with students without disabilities, participation in statewide tests, transition plan, and behavior intervention plan (if needed).
Interfering Behavior – Behaviors (actions or words) that interfere or get in the way of positive interactions or day to day activities.
Locations Where Services are Provided – One component of an IEP; an explanation regarding where the student will receive educational services (i.e. general education environment, special education classroom).
Measurable Goals and Objectives – One component of an IEP; the skills the student will work on within the IEP year in all areas of development where needs are demonstrated.
Measurement of Progress – One component of an IEP; a description of how the team will measure progress on the goals and objectives and how the team will know when they are mastered by the student.
Mode of communication – The way in which a person communicates; examples include verbal language, picture or object exchange systems, sign language, assistive and augmentative communication devices, and/or voice output communication devices.
Modeling – Demonstrating or showing the student what to do.
Modifications – One component of an IEP; a description of the ways in which the general education curriculum will be modified to meet the needs of the student.
Neurological Disability – A disability that is rooted in differences in characteristics of an individual’s brain; brain scans of individuals with ASD show differences in the shape, structure, size, and functioning of the brain than individuals without ASD.
Nonverbal Communication – To convey a message without words, through gestures, facial expressions, or body language.
Obtain or Get Something – One possible function of a behavior; the student may demonstrate interfering behavior to gain someone’s attention, gain help or assistance, may want an item or activity.
Participation in Statewide Tests – One component of an IEP; a list of the required tests the student will take and any accommodations or modifications he may receive while taking the test.
Peer Support or Mentoring – Using a student’s classmates to help address social skills in students with Autism; may include peer initiated prompting, peers as models, peer tutoring, peers providing reinforcement, etc.
Person First Language – Conscious use of vocabulary to describe a person with a disability rather than define a person by disability; a way of showing respect towards others.
Pervasive Developmental Disability-Not Otherwise Specified (PDD-NOS) – One of the three disability categories under the autism spectrum disorder umbrella; this diagnosis is given to individuals who have characteristics similar to Autism or Asperger’s Syndrome, but who do not fully meet the criteria for either.
Physical Prompt – A physical cue (a hand guiding the student) given to a student to help them understand or perform a task, complete an instruction, or answer a question; may vary in terms of intrusiveness (full physical prompt, partial physical prompt at wrist, partial physical prompt at elbow, and so on).
Physical Structure (of an environment) – How the physical environment is arranged and organized to help the student to focus and to learn; an important aspect to consider in promoting the success of students with ASD.
Picture Exchange Communication System (PECS) – A form of augmentative and alternative communication in which a student gives a picture to a communication partner in order to express a desire, observation, feeling, or thought.
Positive Approach (to Behavior Management) Plan – Outlines strategies to prevent the behavior from occurring, including strategies to prevent an interfering behavior, strategies to replace an interfering behavior, and what to do when the behavior does occur.
Present Level of Performance – One component of an IEP; a thorough description of the student’s strengths and needs, including information regarding how a student is performing across all areas of development
Presume Competence – To presume means to decide that something is true without absolute evidence. Competence means to be skilled or able. People supporting individuals with disabilities should presume competence – presume a student CAN do it until they demonstrate that they cannot – in order to support best possible outcomes.
Prevent (a Behavior from Occurring) – To keep something (a behavior) from occurring; a key component in a positive approach to behavior or a formalized Behavior Intervention Plan.
Proactive (Approach to Challenging Behavior) – The first thing to consider when looking at a student demonstrating interfering behavior; considers how the team can prevent a behavior from occurring.
Prompt – A cue given to a student to help them understand or perform a task, complete an instruction, or answer a question; prompts may be given in various forms (such as verbal, gestural, visual, or physical) and can vary in terms of intrusiveness (i.e. partial prompts or full prompts).
Receptive Language or Receptive Communication – Understanding a message someone else is trying to get across; this includes understanding directions, questions, and comments that other people say to us.
Reinforcement – When an event occurs that increases the likelihood that a behavior or response will occur again in the future.
Reinforcer – Any item, object, or activity that increases the likelihood that a behavior or response will occur again in the future; something motivating to a student. May be items (including food/drink, toys, etc.), activities (such as swinging or jumping), or social activates (such as hugging, tickling, verbal praise).
Related Service Providers – Educational team members who help children with disabilities benefit from their special education by providing extra help and support in needed areas; related services providers can include, but are not limited to Speech Language Pathologists, Occupational Therapists, and Physical Therapists.
Replace (the Problem Behavior) or Replacement behavior – What a person can do instead of an interfering behavior in order to accomplish the same purpose. A replacement behavior will replace the interfering behavior.
Restricted and Repetitive Behaviors – One characteristic that is part of a diagnosis of autism spectrum disorders; may refer to an intense interest in a topic or an item, a preoccupation with parts of objects, and/or strict adherence to routines or unusual rituals.
Restrictive Patterns of Behavior – Limited patterns of behavior.
Repetitive Patterns of Behavior – A behavior which is demonstrated over and over.
Role Playing – Having the student pretend that he is doing a skill in context; practicing.
Scales/Thermometers – A type of visual strategy; a visual concrete way for the student to identify his or her emotional level; a visual cue for the student regarding how he is feeling, the volume of their voice or other items.
Sensory – One possible aspect of what a student is trying to get/obtain or escape/avoid through the demonstration of behaviors; performing the behavior creates some sort of stimulation. This can be a sound, a touch, taste, smell or some sort of pressure or movement.
Setting Event (Slow Triggers) – One part of the behavior chain; occurs a period of time before the interfering behavior; they are conditions that set up the possibility that a behavior may occur, but do not set off the behavior at that very moment. Setting events can be physical, social, or biological.
Sign Language – A system of communicating words, ideas, and feelings, using one’s body, primarily hands, arms, and face.
Social Narrative (Social Story) – A written story which describe a social situation in detail to help the student know what to expect; they also describe what the student is supposed to do in that situation. Social narratives are written from the point of view of the student and include information about how the student might feel and how others might feel.
Social Scripts – A visual support strategy, similar to cue cards; a prompting procedure in which students are given phrases, sentences, or questions that can be used in different situations.
Social Skills – Skills needed to achieve social competence; the personal skills needed for successful social communication and interactions with others; a core area of deficits in individuals with Autism.
Special Education and Related Services – One component of the IEP; this section denotes the type, level, and amount of services the student will be provided by special education staff.
Stereotyped Patterns of Behavior – Unusual patterns of behavior.
Tangible Items – One possible aspect of what a student is trying to get/obtain or escape/avoid through the demonstration of interfering behaviors; things you can touch and include food, drinks, toys, books among other things.
Task Analysis – Breaking a task into smaller steps then teaching the steps individually until success is seen and until the entire task is taught.
Timers (or Clocks) – One visual strategy that allows a student to know how long an activity is going to last; a timer also provides a concrete end time.
Token Board – A visual strategy related to reinforcement; token boards allow the student to see that they are earning a reinforcer and how long he or she has to work before earning the reinforcer.
Topic Board – A visual item that either has pictures or a list of topics the student can talk about.
Transition Plan: One component of an IEP; a description of the way the IEP will help prepare the student for the transition to adult life once he or she graduates. A transition plan is for students 14 years of age or older and provides a description of those areas the student and family would like to target to prepare him or her for higher education and/or for a career and to work towards living in the community.
Typically Developing Children – A term commonly used to describe students who are not receiving special education services and who have no identified disability.
Verbal Prompt – A spoken cue given to a student to help them understand or perform a task, complete an instruction, or answer a question; may be a full verbal prompt (the entire word, phrase, or sentence that the student is to say is modeled for him or her) or a partial verbal prompt (a portion of the word, phrase, or sentence that the student is to say is modeled for him or her).
Visual Prompt – A visual cue given to a student to help them understand or perform a task, complete an instruction, or answer a question (such as a picture schedule of dressing, an exaggerated line down on a letter b flashcard, or placing necessary objects closer to a student to remind them to move on to the next step).
Visual Schedule – A type of visual support; a visual representation of what the student will be doing during a specific time period.
Visual Supports – Anything that shows the student what to do or what is happening next; it helps the student to understand what is going on around him. It helps the student understand his expectations. Visual supports can be a picture, an object, or the written word.
Voice Output Communication Aids (VOCA) – Computerized devices that are programmed to speak for the student.
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