copyright ernsperger developing the hypothesis module six

Copyright Ernsperger

Developing the Hypothesis

Module Six


Review

• Physiological Factors

• Data Collection

• Types of Data Collection

• KISS and accessible

• Goal for educators is to teach new behavioral skills


Develop a Hypothesis

• The team examines the information and develops a written statement regarding the function of the behavior

• For example– When this occurs (the context)– The student does (target behavior)– in order to (describe the function)


Hypothesis statements

• When Stephen goes to the cafeteria, he pushes the other students to be first in line, in order to avoid waiting his turn

• When Carlos is presented with his morning work, he screams and hits his head, in order to escape the teacher’s demands

• Write your hypothesis for your case study in this format.


Teacher Self-Check(Richardson & Shupe, 2003, TEC)

• Am I taking steps to identify and diffuse my own emotional triggers?

• Am I focusing on what’s important?• Am I using effective strategies for reducing

burnout and networking?• Am I using a sense of humor?• Do acknowledge how others are making a

difference?


Functions of Behavior?

• Escape/Avoidance

• Attention

• Power/Control

• Communication

• Stress/Frustration

• Self-stimulation or Sensory Stimulation


Theory of Mind

• Intent must be considered when determining the function of behavior

• Theory of Mind is the ability to read the beliefs, desires, perception, and intentions of others in order to understand and predict behavior.

• People with autism have a limited ability to “Mind Read”


Theory of Mind

• Individuals with autism have difficulty with emotional understanding, sarcasm, irony, “white lies” and non-literal speech.

• Students with ASD generally do not have a behavioral intent to disrupt the classroom or anger the teacher

• Mindblindness; (Baron-Cohen)


Escape/Avoid

• Does the B start when the student is asked to do something? Demand?

• Does the B when the task takes a long period of time?

• Is it the Students way of protesting?

• Does the B stop when the student escapes from activity/demand?


Attention

• Does the behavior start to draw attention?• Does the B start when the student is alone?• Does the B start when someone leaves the

room?• Does the B get a strong reaction from others?


Power/Control

• Does the B start when the students demands are not complied?

• Does the B start when the student has to wait?

• Does the B stop when the student receives the requested item?


Key Concept Functional Communication

• Students with autism often have language and communication deficits. A lack of adequate functional communication will greatly increase problem behaviors.Therefore, an alternative communication device must be available and implemented consistently.

• If the St. has an increase in receptive language over expressive language, than Augmentative Communication is recommended


Functional Communication Assessment

• As part of the student profile, the team should ask the following:

• Can the student adequately:– Express their wants and needs– Request help– Protest or refuse– Initiate a social interaction– Ask for affections or comfort


Communication Form

• Review form for each student

• Determine the level of communication for each function

• Select communication system

• Functional Communication training (FTC)


Communication Systems

• Reliability across settings

• Universal for all people to understand

• Portability

• Student’s acceptance of system


Communication Impairment

• Students with ASD may be able to use language quite effectively to discuss topics of interest, but they have tremendous difficulty expressing anger, sadness, frustrations, and other emotive messages.

• Problem Behaviors are therefore selected to communicate emotions

• Jacob: blurting out inappropriate comments


Communication Systems

There is not One specific system which is effective and appropriate for all students.

Functional communication training is needed.


Stress/Frustration

• Does the B have strong emotion or anger?

• Does the student seem agitated or nervous?

• Once the B has ceased, does the student appear relaxed or calm?


Self-Stimulatory

• Does the B occur when the student is alone? Repeatedly?

• Does the student appear to enjoy the B?

• Does the student appear calm while engaging in the B?

• Self-Stim and physiological reinforcement


Web Exploration• Motivation Assessment Scale• www.monacoassociates.com/mas/

aboutmas.html • An optional MAS document can be found in

Module 6 without using the website• Write Hypothesis statement for case study• www.autisminternetmodules.org

– Review module on FCT

• National Professional Development Center– Review functional communication training overview

and implementation

http://www.autisminternetmodules.org/

copyright ernsperger developing the hypothesis module six

Documents