CHCECE006: Supporting Child Behavior with Autism Spectrum Disorder

This assignment provides a detailed exploration of Autism Spectrum Disorder (ASD), addressing its symptoms, impacts on behavior, and strategies for support. It covers environmental adjustments, safe and equitable practices, and establishing behavioral expectations. The solution delves into effective instruction methods, including verbal and written communication, and the use of positive reinforcement and non-verbal strategies. It further outlines techniques for redirecting behavior and defusing challenging situations. The assignment also explores various intervention strategies like Applied Behavior Analysis (ABA) therapy and highlights the roles of speech language therapists and developmental psychologists. Finally, it presents a personalized behavior support plan incorporating time management, communication, and environmental considerations. The solution draws on a range of academic sources to support the presented information, and focuses on practical applications for supporting children and young people with ASD.

Running head: AUTISM SPECTRUM DISORDER
Autism Spectrum Disorder
Name of the Student
Name of the University
Author Note

1AUTISM SPECTRUM DISORDER
Response to question 1:
According to Yu, Qiu and Zhang (2017), Autism Spectrum Disorder (ASD) is a
developmental neurological disorder that affects the behavioral and social communication
skills of individuals. The symptoms appear within the 0-24 months of life with an enormous
variation in the severity and type of symptoms. Generally, individuals suffering from this
disorder exhibit repetitive behaviour, inability to develop and maintain relationships, sensory
dysregulation, delayed language and deficits in emotional reciprocity and social interactions
(Fuld 2018). Such individuals avoid eye contact and are distressed by unexpected events or
changes in their daily routine.
Response to question 2:
Autistic individuals are often intimidated and overwhelmed by the surrounding
environment (such as crowded areas, unusual noises, darkness, bright lights, unfamiliar
places and colour of the surrounding environment) (Krieger et al. 2018). However, the
environmental sensitivity varies amongst individuals suffering from this disorder. Thus, extra
care should be taken to meet their needs and requirements by assessing and minimizing any
adverse environmental effects. Ideally, the room may be redesigned to make it more spacious
and avoid crowding; soothing and dull colours may be used for painting the walls and ceiling
of the rooms; light dimmers may be used and noise may be minimized in order to support
individuals suffering from ASD (Crowe and Salt 2015).
Response to question 3:
Practices appropriate to the needs of autistic individuals are as follows (Krieger et al.
2018):

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 Catering to learning style/ability of autistic individuals by devising various
techniques (such as audio-visual assistance) to facilitate learning
 Preparing individuals mentally by providing sufficient information ahead of
time (such as knowledge of upcoming events)
 Providing support in developing skills/strategies to use community services
(such as public transport)
 Encouraging appropriate behaviour by using positive reinforcement (such as
rewards and verbal praise)
 Establishing positive behaviour support by assessing the risk factors,
redesigning the surrounding environment and developing an effective
communicative relationship with them
Response to question 4:
Expectations may be established by exhibiting certain behaviour patterns (avoiding
unnecessary physical contact, sitting while talking, finishing the entire meal taking turns
while talking and listening patiently) in order to assist them in understanding the appropriate
behaviour. Moreover, they should be given flexibility by providing options or allowing them
to make decisions for themselves. Promises/commitment made to autistic individuals must be
strictly adhered to and difference in opinions should be respected. Furthermore, their routine
should be strictly followed and they should be informed ahead of time in case there is any
change in their daily routine (ADCET 2019).
Response to question 5:
Autistic individuals have developmental disabilities and hence, it is essential to
provide instructions by catering to their learning style/abilities. This may be done by devising
various techniques to attract their attention, developing a set pattern, providing written

3AUTISM SPECTRUM DISORDER
instructions and calmly repetiting verbal instructions/tasks (DeFilippis and Wagner 2016).
Moreover, effective communication may be established by clearly explaining the
requirements, giving demonstrations and allowing them to follow the instructions by
imitation, engaging them in productive activities and providing positive reimbursements and
making gradual progressive behavioural improvements daily (ADCET 2019).
Response to question 6:
Early positive reinforcement plays an essential role in encouraging appropriate
behaviour in autistic individuals. Provision of verbal praises, edible or social rewards and
tokens may assist in acquisition of novel skills, increase in frequency of previously acquired
social and functional behaviour and discontinuation of dysfunctional behaviour. This may be
done by forming an association between an action and a reinforcer with some previously
learned/inherent motivation value. Hence, in this manner, autistic individuals may be
encouraged to repeat/acquire certain behavioural skills in temptation of the positive reinforcer
(Klintwall 2015).
Response to question 7:
Non-verbal communication strategies are certain behavioural interventions that may
be used to encourage appropriate behaviour in autistic individuals. These strategies act as
positive reinforcers and they can be used to develop a strong emotional bond between the
parents/caregivers and the autistic individual. This may be done by using simple strategies
such as providing physical comfort by hugging, holding hands, holding gaze, shoulder
touches, clapping or other hand gestures, smiling and nodding in approval. This would aid in
creating a sense of trust and security in autistic individuals, which would encourage them to
develop appropriate behaviour (Crowell, Keluskar and Gorecki 2019).

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Response to question 8:
Dealing with autistic patient requires extreme patience due to their delayed/altered
developmental abilities. Various strategies that may be devised for redirecting behaviour
include establishing eye contact, giving simple and clear instructions, providing repetitive
explanation of tasks/instructions, keeping the voice low, encouraging autistic individuals to
solve problems and providing verbal and non-verbal assistance. Moreover, various strategies
should be used and modified according to their effectiveness in order to facilitate behavioural
development. Care should be taken to assess and minimize any negative stimuli in the
environment and appropriate physical restraint may be used in extreme situations and
modifying techniques (Anderson, 2018).
Response to question 9:
Various strategies that are employed to teach appropriate behaviour involve two
approaches: addressing specific functional skills or treating several core deficits of ASD
(Zwaigenbaum, et al., 2015). The most common strategy involves the utilization of ABA
(Applied Behaviour Analysis) therapy. This therapy emphasizes on identifying stimuli/events
in the environment and analyzing the response of the autistic individual (Raising Children
Network, 2019). If the response is positive, then it is exploited to inculcate desired
behavioural skills (for example, by positive reinforcement). Apart from this, numerous
behaviour intervention techniques that may be used to teach adequate behavioural skills
include differential reinforcement, prompting and prompt fading, incidental learning and
augmentative communication (Klintwall 2015).

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Response to question 10:
The developmental abilities are different for every autistic individual. Hence,
depending upon the symptoms present and the type of assistance required, various specialists
that may be involved in treating such individuals include:
 Speech language therapists – They focus on improving language and
communication skills by employing techniques to strengthen jaw muscles;
using pictorial representations, sign language, body language, clear speech
sounds and voice modulation (Vitásková and Kytnarová 2017).
 Developmental psychologists – They devise strategies to develop adequate
skills by analyzing the emotional, mental, behavioural, academic and cognitive
needs of the individual (Autism Spectrum Australia (Aspect) 2019).
Response to question 11:
Personalized behaviour support plan:
 Teaching them time-telling and time management skills (by linking every
activity with the outcome/consequence)
 Adhering to their routine and mentally preparing them for upcoming events
 Establishing effective communication and encouraging appropriate behaviour
by utilizing Applied Behaviour Analysis therapy
 Assessing the environment for potential stimuli and minimizing its impact by
taking adequate actions
 Gradually introducing them to new environments
 Calm and repetitive explanation of tasks/instructions
 Making lessons short and multi-sensory to facilitate academic learning (by
using audio-visual aids and practical demonstrations)

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 Allowing them to meet and interact with similar differently abled individuals
to improve their self-esteem and communication skills

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References
ADCET 2019. Disability Specific Adjustments: Autism Spectrum Condition. ADCET.
Available at: https://www.adcet.edu.au/disability-practitioner/reasonable-adjustments/
disability-specific-adjustments/autism-spectrum-condition/ [Accessed 30 Sep. 2019].
Anderson, K.A., Sosnowy, C., Kuo, A.A. and Shattuck, P.T., 2018. Transition of individuals
with autism to adulthood: a review of qualitative studies. Pediatrics, 141(Supplement 4),
pp.S318-S327.
Autism Spectrum Australia (Aspect), 2019. Therapy Services. Autism Spectrum Australia
(Aspect). Available at: https://www.autismspectrum.org.au/how-can-we-help/therapy-
services [Accessed 1 Oct. 2019].
Crowe, B.H. and Salt, A.T., 2015. Autism: the management and support of children and
young people on the autism spectrum (NICE Clinical Guideline 170). Archives of Disease in
Childhood-Education and Practice, 100(1), pp.20-23.
Crowell, J.A., Keluskar, J. and Gorecki, A., 2019. Parenting behavior and the development of
children with autism spectrum disorder. Comprehensive psychiatry, 90, pp.21-29.
DeFilippis, M. and Wagner, K.D., 2016. Treatment of autism spectrum disorder in children
and adolescents. Psychopharmacology bulletin, 46(2), p.18.
Fuld, S., 2018. Autism spectrum disorder: the impact of stressful and traumatic life events
and implications for clinical practice. Clinical social work journal, 46(3), pp.210-219.
Klintwall, L., 2015. Reinforcers as Predictors of Outcome in Behavioral Interventions for
Autism.

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Krieger, B., Piškur, B., Schulze, C., Jakobs, U., Beurskens, A. and Moser, A., 2018.
Supporting and hindering environments for participation of adolescents diagnosed with
autism spectrum disorder: A scoping review. PloS one, 13(8), p.e0202071.
Vitásková, K. and Kytnarová, L., 2017. The Role of Speech and Language Therapist in
Autism Spectrum Disorders Intervention–An Inclusive Approach. In Advances in Speech-
language Pathology. IntechOpen.
Yu, X., Qiu, Z. and Zhang, D., 2017. Recent research progress in autism spectrum disorder.
Zwaigenbaum, L., Bauman, M.L., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D.,
Mailloux, Z., Roley, S.S., Wagner, S., Fein, D. and Pierce, K., 2015. Early intervention for
children with autism spectrum disorder under 3 years of age: recommendations for practice
and research. Pediatrics, 136(Supplement 1), pp.S60-S81.