Contact Information:

Autism Supplies & Training
Phone: (404) 431-9866

Behavior Supplies

Behavior responses are often seen in children with Autism, ADHD, ADD, and Pervasive Developmental Delays for various reasons. Listed below are frequently observed behavior issues paralleled with solutions and supply recommendations:

Our Mission

To assist with stimulating brain development to aide in a child’s ability to learn while functionally completing daily activities at home and school.
Behavior Issues Solutions
Lack of communication and challenges with child making request • Information must be taught in an organized, systematic and sequenced way whereby the brain is receiving as few signals/information at a time
• Picture communication systems are recommended
• Language facilitation apps for tablets
• Functional activities flash cards and household labels: eat, drink, potty, cup, and play
• If nonverbal, teach how to point to the desired item and use basic sign language to communicate
Difficulty organizing/sequencing instructions and information in the brain Organizing and Sequencing Instructions: assisting the brain with taking in information slowly
• First/then, first/ second, or step 1/step2 – For example: first eat dinner, then watch TV
• Pictures posted in the bathroom: first brush teeth, then wash face.,Incorporate pictures and words to assist with interpreting language.
• Incorporate basic sign language for non-verbal children
• Picture Schedules: useful for setting expectations and routines for the child. Also, teaches what the child should expect from the adult.
• Use of timer: teaches when task should begin and end. Also, it helps a child with transitioning to next task without behavioral outburst.
• Always pre-warn a child when five minutes are left on the timer to allow their brain to prepare for a transition.
Lack of social skills and the knowledge of how to respond correctly to peers,
adults, and family
Social Skills: The ability to socially interact is often delayed.
• Brain may need assistance with learning a variety of character development skills
• Include use of manners, speaking with a normal or low voice to make a request, taking turns with peers, remaining calm, listening, apologizing, showing sympathy/empathy, laughing at jokes, speaking to others, requesting help, requesting permission, etc.
• Solution is to identify the child’s age appropriate social skill performance using reference charts (i.e. Hawaii Early Learning Profile and/or others).,Child can be evaluated by a psychologist, BCBA or other medical professionals.
• Social skills goals are set to address weaknesses and should be incorporated into daily functional activities and social interactions with family and friends
• Create social stories online for bed time reading,
• Reward the child for appropriate use of social skills
• Use charts posted at home with the social skills listed as visuals for a point/token earning system.,
• Social skill apps that can be used on smart phones and tablets to earn points to promote skills.
• Videos on a variety of social skills; Introduce skills in a slow systematic way as not to over whelm the brain with a lot of information at one time
• Parents can choose a social skill to emphasize each week/month
Difficulty with self-regulating the nervous system input from the environment (see sensory
supplies)
See
sensory page and supplies
Difficulty recognizing emotions and feelings (see sensory supplies) See emotions and feelings supplies
Learning to utilize earning system/token economy prior to desired item or toy Utilizing earning system/token economy:
• Children respond best to earning desired items or toys when parents are attempting to teach new skills.
• PBIS – Positive Behavior Interventions and Support Strategies: child performs/behaves well to earn a reward/token
• To reinforce a new positive skill being demonstrated by the child
• Parent utilizes a visual chart/or app that is age appropriate for the child to earn a check mark/smiley face
• Parent sets a new goal for the child to do well with for three days to earn a reward, then progress to five days
• The goal is to observe consistent positive behavior for 1 – 3 days, then 3 – 7 days, bi-weekly or monthly to encourage the development of self-management skills.
• Next goal: child begins to correct himself more frequently without as many prompts from adults.
Challenges with:
• Following a structured schedule of learning/fun events
• Demonstrating patience
• Temperament
Picture Schedule: A structured schedule of learning/fun events using pictures
• Schedules assist the brain with organizing the day,
• Allows for ease of information to be processed in the brain for what to expect, what supplies may be needed and preparing of one’s self to participate in daily activities.,
• Schedule is used to ease the language interpretation of the events for the day
• Kids interpret pictures easier than words and language
• Use pictures taken of the actual activities•,Pictures can be symbolic of the activity
• Positive reinforcer column can also be used such as a smiley face to assist the child with understanding successful completion
• Use of timers can also be incorporated with the picture schedule
• Remember to pre-warn 5 minutes before task completion to aide with transitioning from one activity to another
• Discuss with the child to wait calmly
• Positively reinforce him/her by saying: “I like the way you are waiting patiently, you will earn: an extra ticket, points, smiley face, or check mark on the social skill earning chart tonight”.

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Feel free to send us an email with any questions or to find out how we can help you.

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