Autism Support: Positive Behavior Intervention - CHCEDS025, School X

This practical assignment examines the use of Positive Behavior Intervention Support (PBIS) within School X as a strategy to address behavioral challenges in children with autism in inclusive classroom settings. It references the CHCEDS025, CHCDIS004, and CHCEDS031 units. The assignment highlights how PBIS, based on operant conditioning, rewards positive behaviors and addresses infractions, creating a stable learning environment that supports language deficiencies, auditory processing delays, and sensory impairments common in students with autism. It also provides examples of how concrete study materials, voice recording opportunities, and self-questioning techniques can be used to support students with autism, including the use of flashcards, audio recorders, and structured questioning strategies. The assignment emphasizes the importance of inclusivity and minimizing behavioral challenges through consistent routines and positive reinforcement.

Positive Behavior Intervention Support for Children with Autism 1
POSITIVE BEHAVIOR INTERVENTION SUPPORT FOR CHILDREN WITH AUTISM
by [Name]
Course
Professor’s Name
Institution

Positive Behavior Intervention Support for Children with Autism 2
Location of Institution
Date
Task 1 – CHCEDS025
Autism is described by Moskowitz et al. (2017 p.3931) as a tenacious developmental disorder whose symptoms are evident
from the period of early childhood. Singh et al. (2014 p.647) reveal that by 2015, the number of people suffering from autism had
risen to over 160,000 or 1 out of every 150 individuals. According to Russa et al. (2015 p.95), the condition is prevalent among
Australian children aged between 4 and 19 years. Zwaigenbaum, et al. (2015 p.861) explain that the condition reveals a wider array of
symptomatic expressions which may impose profound negative effects on their functional capabilities. The fact that children with
autism depict higher degrees of core activity limitations justifies the need for effective institutionalization of support systems aimed at
presenting the casualties with supervisory services in their communication, motion, and self-care endeavors (Watkins, et al. (2015
p.1071)). Students suffering from autism present their schools with unique challenges and call for stakeholders such as members of the
teaching profession to implement specialized practices in order to meet their needs. Iadarola et al. (2015 p.694) reveal that these
students face troubles in their abilities to initiate interactions and to communicate effectively. Despite the challenges presented by
these learners, teachers depict higher levels of confidence on their abilities to tackle their special needs. The current study seeks to
present positive behavior intervention support as a policy tool adopted by school X to deal with children affected with autism in an
inclusive classroom environment.

Positive Behavior Intervention Support for Children with Autism 3
Positive Behavior Intervention Support
Positive Behavior Intervention Support (PBIS) is a policy tool and a strategy adopted by school X with the aim of fostering
successful elimination of the behavioral challenges depicted by children suffering from autism. According to Iadarola et al. (2015
p.694), PBIS applies the propositions of the theory of operant conditioning and was structured to tackle the pre-determined traits
depicted by scholars. The strategy works by rewarding the scholars with tokens such as edible treats, and free time activities and
punishing those who reveal infarctions.
Zwaigenbaum, et al. (2015 p.861) demystify that while PBIS is not specifically meant to tackle children suffering from autism
in an isolated institutional environment, it plays an effective role in fostering behavioral management and modification in the
generalized educational settings. As a consequence, Russa et al. (2015 p.95) propose that the rituals and routines adopted by an
educationist when initiating the PBIS must reveal higher degrees of inclusivity and designed in such a way that they are effective in
minimizing the frequency and duration of the behavioral challenges under consideration. On the other hand Moskowitz et al. (2017
p.3932) reveal that the teacher must provide the end consumers of the program with the opportunities that will allow them to earn their
ways back in instances where they present infractions and must be positively reinforced for the efforts they depict in instilling the
desired correctional mechanisms. Further, Singh et al. (2014 p.649) explain that PBIS allows children with autism to benefit from
stability by presenting a learning environment that instills correctional mechanisms for language deficiencies, delays in auditory
processing and sensory impairments.

Positive Behavior Intervention Support for Children with Autism 4
Task 2 – CHCDIS004
Example 1 Example 2 Example 3
Grade (or age) of
student
Kindergarten Year 1 Kindergarten
Reason student requires
support with
communication
The student experiences auditory
processing delays
The student depicts receptive language
deficits
The student depicts expressive language
deficits

Positive Behavior Intervention Support for Children with Autism 5
Describe the
augmentative and
alternative
communication tool
used and provide an
image or photo.
Concrete study materials such as flashcards
pictures and photographs are used by the
student to express and offer support to the
abstract concepts adopted in the teaching
process. The concrete materials adopted
allow the student to reconstruct the content
presented in a real world dimension.
Provision of voice recording opportunities
by the use of an audio recorder as a way
of initiating follow up activities.
The audio recorder presents the student
with an ample opportunity of reviewing
the instructions presented in classroom
settings.
Use of self-questioning techniques to
audit the activities undertaken in
classroom settings.
Describe how this tool is
used by the student to
communicate
The student under consideration uses
flashcards pictures and photographs when
reviewing the content taught in class. For
instance, when reviewing the topic
“Animals reared at home”, the particular
learner isolates the flashcards, pictures and
photographs containing these animals.
The learner uses the audio recorder during
the afternoon relaxation period. He moves
out of the class and sits under a shed with
the teacher’s permission. He then listens
to the audio recordings of the class
proceedings and repeats the sentences that
he considered to be challenging during
class time.
In his free time, the student instilled the
self-questioning criterion. He adopted
questions such as: what did the teacher
say? What did I do? Who solved the
problem? What did we do next?
Where possible, provide
details of your
In this case, the student needs to undertake
extensive collections to ensure that the
Here, the learner needs to adopt a backup
system comprising of storage devices and
The student needs to adopt appropriate
questioning strategies for effective

Positive Behavior Intervention Support for Children with Autism 6
experiences using the
communication tool.
Did you have to learn
how to use the
augmentative and
alternative
communication device?
What type of training
were you provided with?
How did you feel about
using the device to
communicate with the
student and support
them in the classroom?
flashcards pictures and photographs in her
repository are adequate to cover the
content of the grade.
a notebook Singh et al. (2014 p.648).
These materials will play an effective role
in enhancing the student’s memory.
comprehension of the topic of study
Moskowitz et al. (2017 p.3933).

Positive Behavior Intervention Support for Children with Autism 7
References
Iadarola, S., Hetherington, S., Clinton, C., Dean, M., Reisinger, E., Huynh, L., Locke, J., Conn, K., Heinert, S., Kataoka, S. and
Harwood, R., 2015. Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of
parents and educators. Autism, 19(6), pp.694-703.
Moskowitz, L.J., Walsh, C.E., Mulder, E., McLaughlin, D.M., Hajcak, G., Carr, E.G. and Zarcone, J.R., 2017. Intervention for anxiety
and problem behavior in children with autism spectrum disorder and intellectual disability. Journal of autism and
developmental disorders, 47(12), pp.3930-3948.
Russa, M.B., Matthews, A.L. and Owen-DeSchryver, J.S., 2015. Expanding supports to improve the lives of families of children with
autism spectrum disorder. Journal of Positive Behavior Interventions, 17(2), pp.95-104.
Singh, N.N., Lancioni, G.E., Winton, A.S., Karazsia, B.T., Myers, R.E., Latham, L.L. and Singh, J., 2014. Mindfulness-based
positive behavior support (MBPBS) for mothers of adolescents with autism spectrum disorder: Effects on adolescents’
behavior and parental stress. Mindfulness, 5(6), pp.646-657.
Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G.E., Sigafoos, J. and Lang, R., 2015. A review of peer-mediated social
interaction interventions for students with autism in inclusive settings. Journal of autism and developmental disorders, 45(4),
pp.1070-1083.

Positive Behavior Intervention Support for Children with Autism 8
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.