Managing the Cycle of Meltdowns for Students with Autism Spectrum Disorder

Geoff Colvin, Martin R. Sheehan

• Publisher: Skyhorse
• Year: 2014
• Print ISBN: 9781626365698
• eBook ISBN: 9781628739350
• Topic: Education
• Subtopic: Education Teaching Methods

Based on Geoff Colvin's bestselling book, Managing the Cycle of Acting-Out Behavior in the Classroom, this practitioner-friendly guide provides special and general education teachers of autistic students with a six-phase positive behavior support model that includes interventions for each phase. Outlining practical steps for preventing and responding to the various phases of meltdown behavior in students with autism spectrum disorder, you'll find: • An overview of ASD
• Examples of meltdown behavior
• Common triggers
• Addressing sensory issues
• Establishing expectations and rules
• Collaborating with parents
• And much moreTeachers will find experienced guidance for providing a supportive environment in which students with ASD can succeed.

SECTION II

Strategies for Managing the Phases of the Meltdown Cycle

In the previous section, a conceptual model was presented for describing the six phases of a meltdown cycle. In this section, information is provided on strategies designed to manage behavior in each of these phases. The basic idea is that once certain behaviors are observed in a particular phase, staff apply strategies identified for that particular phase. Since each phase represents a link in the behavioral chain, the basic approach is for staff to effectively manage the behaviors in the early phases. In this way the behavior chain may be interrupted, thus preempting the later phases in which the more serious behaviors occur. In the early phases, I through III (Calm, Triggers, and Agitation), emphasis is placed on teaching and prevention techniques. In the later phases, IV through VI (Meltdown, Re-Grouping, and Starting Over), the emphasis is on safety, minimizing disruption, follow-up procedures, and recovery.

4

Calm Phase

The goal in designing strategies for Phase I: Calm is to maintain all students, including those with autism spectrum disorder (ASD), who exhibit acting-out behaviors productively engaged with instruction and learning and to prevent any escalation of behavior—that is, to keep them in the Calm Phase. If students are on task, challenged, achieving academically, and successfully engaged in classroom activities, there will be less likelihood of serious behavior occurring. In this sense, quality instruction and a well-organized classroom that is especially tuned in to the needs of students with ASD are assumed to be crucial preventive measures controlling problem behavior. Moreover, if students have a serious incident, it is the specifics of the classroom structure and instructional practices that will largely determine whether the students may recover once the incident has been de-escalated and they return to the classroom activities.

There are typically three placement options for students with ASD: self-contained classrooms for students with ASD, special education resource rooms, and general education or mainstreamed classrooms. Consequently, teachers of students with ASD must be equipped to meet not only the educational needs of students with ASD but also the needs of other students in special and general education. This chapter builds upon what has been learned in the past two decades about how to establish a safe and positive classroom environment not only for students with challenging behaviors, including students with ASD, but for all students (Brophy, 1999; Ganz, 2007; Moran, Stobbe, Baron, Miller, & Moir, 2008). Because of the unique characteristics of students with ASD, as was discussed in Section I, additional strategies need to be incorporated for these students to be successful. In this sense the strategies presented in this chapter need to be seen as basic strategies applicable to all students. However, the difference is that these common strategies will have an overlay tailored for the particular needs of students with ASD. The following strategies are described: (a) manage the physical environment, (b) address sensory issues, (c) provide visual supports, (d) provide peer support, (e) establish expectations and rules, (f) implement routines, (g) provide a practical schedule, and (h) deliver instruction. The overall approach is to highlight the central ideas of each strategy, present examples, and recommended resources.

Manage the Physical Environment

Many behavior problems can be avoided by carefully managing the physical environment. The overall approach is to first address general classroom organization guidelines and to then describe specific accommodations for maximizing the successful integration of students with ASD into the classroom setting.

In today’s classrooms, many functions take place. Some activities occur on a regular basis, while others occur infrequently. The success or failure of these activities in achieving their intended goals will, by and large, depend on the way in which the classroom is designed. Unfortunately, some classrooms serving high-needs students, including those with ASD, are quite small compared to the size of the standard general education classroom. Consequently, it may pose quite a challenge for the teacher who has a small classroom to accommodate the following recommendations. In these cases all we can do is to recommend that teachers adopt and adapt in ways that are workable for them. The following is a list of guidelines for classroom design common to all classrooms; it is followed by a summary checklist for organization of classroom space.

Independent Work Locations. These areas require minimum distractions. Select areas for independent work in a low-traffic section away from commonly used materials, time-out, quiet time, and free-time activity areas.

Group Work Locations. Arrange these areas to ensure that students can easily attend to the teacher and to each other. A semicircle or row configuration of desks can facilitate group-oriented instruction.

Choice Activities Centers. Choice activities are sometimes used for students who finish their work early or as a reward for special achievement. Restrict this activity to a quiet location behind the instructional areas. Establish specific rules of behavior for the use of these activities.

Quiet Time Area. This area is used to enable students to calm down when they experience stress or become agitated. Choose an area that is as isolated as possible to prevent interactions with other students and staff. This area is particularly important for students with ASD. Also be sure to select a location based on low sensory stimulation, especially with regard to noise and lighting.

Time-Out or Isolation Area. This area is used for students who need to be isolated in the classroom as a negative consequence for deliberate problem behavior, such as refusal to follow directions or hitting or hurting someone. Select an area that isolates the student from the other students in order to limit their interactions. This area could consist of a desk in the corner of the room, a small table facing the back of the room, or a desk at the side of the room.

Storage Materials and Supplies. These are located in low-traffic areas to avoid distraction and yet allow easy access. Ensure that materials are neatly arranged and that they do not obstruct supervision or the students’ view.

Teacher’s Desk. Place the teacher’s desk out of the path and flow of instruction. In addition, be sure to locate the desk in an area that will safeguard personal property and confidential material.

Notice Board. Locate the notice board so that it is highly visible in the room and in a high-traffic area, but does not divert student attention during instruction. Also, regulate material posted on the notice board so that it is not too stimulating for students with ASD.

Remove Obstructions to Supervision. Maximize supervision by arranging the room so that all students are in sight. Be careful of high objects, such as bookshelves, that may obstruct supervision.

Flexible Seating Arrangements. The seating arrangement can vary considerably. The key is flexibility. In developing a seating plan, (a) ensure that all students can easily see presentations during whole-group instruction, (b) minimize distractions, (c) use clusters for group instruction, (d) involve students in the seating plans as appropriate, and (e) vary the seating arrangement on a periodic basis (rows, semicircular arrangements, and clusters).

Organization of Classroom Space. Form 4.1: Organization of Classroom Space is designed to assist teachers in developing a classroom plan to meet their specific needs and to ensure that the major bases are addressed.

Form 4.1 Organization of Classroom Space (Appendix C)

Address the Sensory Issues

In addition to the strategies listed above for managing the physical environment, students with ASD need adjustments to address sensory stimulation concerns in the classroom. We have noted that one of the defining characteristics of this population is their sensitivity, particularly their overreactivity and underreactivity to sensory stimulation. Auditory, visual, tactile, olfactory, proprioceptive, and vestibular stimulation may significantly interfere with these students’ ability to concentrate in the classroom and to maintain their composure. In order to help these students, give careful consideration to controlling the levels of sensory stimulation that occur in the classroom. A summary of common sensory issues is presented in Box 4.1: Common Sensory Issues, which is followed by a description of common classroom adjustments that are made to address these issues and a summary checklist, Form 4.2: Checklist of Adjustments for Sensory Issues.

Box 4.1

Common Sensory Issues

Adjustments for Auditory Stimulation

Be aware that many students with ASD struggle with a wide variety of sounds. Some of these sounds we might label annoying; others may seem pleasant to us but unbearable to them. Students with ASD not only have problems processing speech but also have extreme difficulty when the room is full of competing sounds. Make adjustments to reduce classroom noise, such as putting carpet remnants under chairs, approaching students to talk to them rather than speaking loudly across the room, and limiting the use of music. In many classrooms, fans are used during the hotter months, which raises the noise level of the classroom. Student with ASD could wear headphones that have noise reduction capacity for activities that generate a lot of noise or when they are engaged in independent activities. Be on the alert to prepare the students for occurrences of loud intrusions such as the school bell or announcements over the public address system. Ask the following questions when assessing sound or noise issues: Which sounds are difficult for the student? How can I modify the environment? How can I reduce classroom noise in general? Can some sounds be changed? Can the student be moved to a quieter location? Can headphones be used effectively? How can I prepare the student ahead of time for some intrusive sounds (for example, the school bell and announcements)? How can I teach the student some coping strategies to deal with sound problems?

Another important area of auditory concern is the noise level related to lighting. The combination of flickering and humming from fluorescent lighting is a common problem area for individuals with ASD. Try turning off the overhead lights for one day to see if this helps your students with ASD. If this is a problem, at the very least have new ballasts and lights installed in the classroom.

Adjustments for Visual Stimulation

Most classrooms are highly decorated, especially in elementary schools, to promote a bright, positive, and stimulating environment for learning. But certain arrangements may visually distract students with ASD and, in some cases, overwhelm them. Moving stimuli like mobiles, pets in a cage, or bright fish in an aquarium may cause distraction and problems. This does not mean the classroom has to be dull and unstimulating, but be aware of specific items that may be especially distracting to these students and make adjustments accordingly

Place items that may be overstimulating to students with ASD in more isolated areas of the room so that they are accessible to other students and less likely to trigger the students with ASD.

Adjust for Tactile Stimulation

Many individuals with ASD do not like to be in crowded situations where they are likely to be accidentally bumped or touched. Control congestion as much as possible, especially when students are entering and exiting the classroom. Keep high-traffic areas such as supply cabinets and pencil sharpener locations free from congestion. Similarly, make sure that students’ desks are away from these areas. Students with ASD may become frustrated from other students bumping into their desk or just being in their space as they move in these areas.

Note: Be aware that the lunchroom and assemblies are high-problem areas because they are not only crowded but also no...

Table of contents

• Front Cover
• Dedication
• Title Page
• Copyright
• Contents
• Foreword
• Acknowledgments
• About the Authors
• Introduction
• Section I: A Model for Meltdown Behavior of Students With Asd
• Section II: Strategies for Managing the Phases of the Meltdown Cycle
• Closing Remarks
• Appendices
• References