Professional Documents
Culture Documents
Controlling Behavior: Pam Britton Reese Nena C. Challenner
Controlling Behavior: Pam Britton Reese Nena C. Challenner
Acknowledgment
We would like to thank all the wonderful parents and professionals who responded to our
e-mail request for information on the special challenges facing preteens with autism.
Controlling Behavior
Autism & PDD: Intermediate Social Skills Lessons 3 Copyright © 2002 LinguiSystems, Inc.
Picture Communication Symbols (PCS) © 1981-2002.
Reprinted with the permission of Mayer-Johnson, Inc., P.O. Box 1579,
Solana Beach, CA 92075-7579, 1-800-588-4548, www.mayer-johnson.com
before page 21
next page 13
party (fun) page 16
something page 15
when page 26
Introduction
A few years ago, we were working together to facilitate the inclusion of several children with autism
in elementary classrooms. Behavior problems often occurred due to breakdowns in communication.
Although the classrooms had been structured to aid inclusion, inappropriate behaviors repeatedly
interrupted both social and academic learning. Typical behaviors included climbing on desktops,
darting, squirting glue on tables, screaming, and having tantrums at breaks in routines.
We learned of Carol Gray’s success with stories describing social situations to teach children with
autism (The New Social Story Book, 1994). Based on those, we began writing shorter, one-page
lessons with each sentence supported by one or more pictures. Our lessons targeted typical needs
of preschool and early primary students.
As parents began to see how the lessons worked at school, they requested lessons concerning
behaviors at home and in the community. In addition, the lessons were used successfully with
children with other disabilities and with typically-developing children. Autism & PDD: Primary Social
Skills Lessons (1999) was the culmination of the work we did with teachers and families of these
students. This set of social skills lessons was followed by a set written for the needs of adolescents
(Autism & PDD: Adolescent Social Skills Lessons, 2001).
We then began to hear over and over from parents and professionals we met at schools and
conferences that we were leaving out a very important group of children: preteens. In an effort to
target the needs of this age group, we used the Internet to solicit problems and specific social topics
experienced by parents and professionals that needed to be taught to this age group. We had a
tremendous response and many of the social skills lessons in these books are a result of those
responses.
• Communication
• Controlling Behavior
• Healthy Habits
• Middle School
• Special Events & Activities
In each book, we have included two types of lessons: instructional and behavioral. The instructional
lessons are intended to teach preteens what they need to say or do in social situations that are
sometimes overwhelming (e.g., Expressing Sadness, page 12). The instructional lessons can be used
as part of a social skills curriculum with small groups. The behavioral lessons target specific social
problems that need to be stopped (e.g., Making Others Repeat, page 25).
The lessons are not intended to be used in the order presented, but chosen according to the needs
of a particular individual.
Controlling Behavior
Autism & PDD: Intermediate Social Skills Lessons 5 Copyright © 2002 LinguiSystems, Inc.
Introduction, continued
This book has two types of lessons. The lessons in Controlling Behavior about expressing feelings
can be used to instruct at any time. The lessons about inappropriate behavior should not be used
unless they address an existing problem. When overwhelmed with frustration or sensory stimulation,
students with autism sometimes exhibit aggressive behavior. Immediate intervention by a teacher,
parent, or caregiver is necessary when safety is the issue. The behavior lessons should be used after
the student has calmed down, NOT while a dangerous behavior is occurring. The Anger Choice Sheet
on page 49 can also be used as an instructional tool to teach appropriate responses to anger and
frustration.
• Use a photograph of the preteen in place of the generic preteen in the books.
• Edit text if necessary to make the lesson fit the individual situation.
• Use pictures from the picture index at the back of each book, photographs, line drawings, or
computer-generated art to modify lessons as needed.
Choose the appropriate lesson and change the story as needed. Make two copies. Place one copy
of the lesson in a notebook for the student. As skills are presented and learned, use the notebook
for reviewing lessons and for sharing the lessons with other teachers, parents, and caregivers.
1. Identify the time and place the social situation occurs. The Tracking Multiple Behaviors form,
page 51, and/or the Initial Behavior Analysis form, page 53, will help you.
2. When you teach a new skill, the social lesson should immediately precede the targeted situation.
For example, before the preteen enters the bathroom, read Leaving the Bathroom Naked, page 21.
Controlling Behavior
Autism & PDD: Intermediate Social Skills Lessons 6 Copyright © 2002 LinguiSystems, Inc.
Introduction, continued
3. Present the lesson. Sit with the student one-on-one in a quiet area and read the lesson aloud.
Point to the pictures for emphasis. Read the lesson again. (You might also want to copy the
lesson onto a chart for group instruction at a later time.)
4. A common error is reading through the lesson too quickly. Allow adequate processing time.
Pause after reading each line. Wait and observe the student’s reaction before proceeding.
5. Give the student a copy of the lesson. Keeping a notebook of lessons presented allows the
student to review each lesson repeatedly and to refer to it when needed.
Document the lesson(s) taught using the Record of Progress, page 55, and/or the tracking forms
on pages 57-60. These records can serve as documentation for IEP objectives and behavioral
intervention.
Special Considerations
Pronouns can be difficult for some people with autism. We have used “I” extensively throughout the
books as a way to help teach the pronoun. If pronoun use prevents comprehension of the lesson,
substitute names in the text and/or use photographs in place of the “I” symbol.
Be sure to use words that the student is familiar with (e.g., gym vs. P.E.).
The lesson and pictures on one page may be overwhelming for some students. You can use a blank
sheet of paper to mask the rest of the lesson as you read each line. The lessons can also be used to
make a small book. Cut the lesson into sentence strips. Place each sentence with its accompanying
pictures in the center of a sheet of paper. Staple the pages together to make a book.
These lessons can be easily adapted to a student’s language and comprehension level. If necessary,
delete words to shorten sentences. Some students may also need fewer pictures per sentence.
We hope that you will find these social skills lessons as effective as we have.
Controlling Behavior
Autism & PDD: Intermediate Social Skills Lessons 7 Copyright © 2002 LinguiSystems, Inc.
Expressing Anxiety
It is okay. Someone will help me. *Indicate what makes the child anxious, such as another
child (person), my backpack (item), eating lunch (event).
People feel frustrated when they can’t do what they want to do.
They may cry or frown or feel angry when they are frustrated.
I can ______________.
(appropriate activity**)
It is okay. I will feel happy again. *Indicate what makes the child sad, such as a sick
grandparent (person), looking at photos of a deceased
family pet (item), or a friend moving away (event).
Controlling Behavior – Expressing Feelings
Autism & PDD: Intermediate Social Skills Lessons 12 Copyright © 2002 LinguiSystems, Inc.
Expressing Disappointment
It is okay to draw.
This is okay.
This is dangerous.
I stand still.
This is important.
I can ______________.
(appropriate behavior)
It bothers people.
I swallow my saliva.