As we develop and build relationships with students and their parents/guardians we are able to communicate the actions that precipitated the specific behaviors we endeavor to change. We look for patterns of behavior and pay particular attention to see if there are any consistencies as it relates to time, place, events, etc.  Autism and Autism Spectrum Disorder (ASD) covers a broad spectrum of complicated brain disorders that manifests itself in numerous ways ranging from communication challenges, repetitive behavior, sensory needs, social deficits, etc.  We know that each person is an individual with unique skills and abilities. Therefore, our first step is to gain an appreciation for who the child is, how he/she processes information and what their strengths and limitations are.
Our trained experts consult and collaborate with all stakeholders including family, teachers, speech pathologist, occupational therapist, physical therapist and the student to develop a behavior intervention plan. Every stakeholder plays a vital role in the child’s success. From the outset we establish a behavior intervention plan for each student in which we delineate the behavioral goals that we seek to address, and the accolades students can expect to achieve upon meeting those goals.
Typically, we work on one behavioral objective at a time but that depends on the individual.  Our work dealing with autistic children or students with ASD has revealed that behaviors are more likely to change when implementing positive reinforcement versus concentrating on the punitive actions. This can be done by acknowledging when the student is using the desired behavior.  For example, in a classroom setting, the teacher may compliment the student on working in a group or waiting to be recognized as opposed to blurting out a response.
These modification techniques are transferrable and can be used by parents as well.   At home, parents may affirm positive behaviors by communicating how much they appreciate a specific behavior. Parents are advised to maintain a journal of the maladaptive behaviors to monitor when they occur and when they disappear. They are also reminded that they must model the behaviors they want to see repeated.  It is critical that the recognition or praise immediately follows the desired outcome. Bribery should never be the strategy used to encourage a child to behave. We caution parents not to relent and give students what they want in the hopes of stopping the behavior.
Giving in to the student’s demands only tends to reinforce the undesirable behavior.  It is not uncommon for an autistic child’s actions to be misinterpreted when failing to follow a direction or command in a timely fashion.  This does not mean that the child is being obstinate or difficult. We help parents to realize that the child may require additional time to process what is expected.  Building in fifteen seconds after making the request could be the difference between the child doing what was asked and sparing the adult unnecessary frustration. At no time should children be berated or made to feel less than because they are unresponsive. Although a child may be unable to verbalize his feelings, he is not incapable of discerning how others feel.