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Presented by: Edward Clouser
===//Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities//. - Autism Society of America **__ ﻿ __** ﻿ __DSM IV-TR Criteria for Autism__=== 1) **Qualitative impairment in social interaction ** (2 or more of the following)   2) **Qualitative impairment in communication ** (1 or more of the following)  3) **Restricted, repetitive, and stereotyped patterns of behavior, interests, or activities ** (1 or more of the following)  ﻿﻿**__DSM IV-TR Criteria for Asperger’s __****: **  1) Qualitative impairment in social Interactions 2) Restrictive, repetitive, and stereotyped patterns of behavior, interests, and activities  3) NO clinically significant general delay in language (e.g., single words by 2rs) 4) NO clinically significant delay in cognitive development or in development of age-appropriate self-help skills, adaptive behavior, and curiosity about the environment  **__Major Differences between Autism & Asperger’s Syndrome __**   ||  **<span style="font-family: 'Arial','sans-serif';">Skill **  **<span style="font-family: 'Arial','sans-serif';">Asperger’s ** ||  **<span style="font-family: 'Arial','sans-serif';">Autism **  || ||  <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Intelligence measures   <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Average to high average range  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Borderline through average range   || ||  <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Language Development <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Normal development || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Delayed onset, deficits || || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Communication <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Within normal limits || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Deficits can be observed || || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Social responsiveness <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Observed responsiveness || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Lacks responsiveness || || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Interactions <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Frequent, poor quality || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">Minimal frequency || **__<span style="font-family: 'Arial','sans-serif';">Applied Behavior Analysis (ABA) __** //<span style="font-family: 'Arial','sans-serif';">ABA is a science whose goal is to understand and improve human behavior // <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">These discoveries lead to interventions that increase or decrease behaviors **__<span style="font-family: 'Arial','sans-serif';">Verbal Behavior __** <span style="font-family: 'Arial','sans-serif';">“//The behavior of an individual which achieves its effect on the world through someone else’s behavior.”// <span style="font-family: 'Arial','sans-serif';">In contrast, non-verbal behavior achieves its effect by directly manipulating the environment. **__<span style="font-family: 'Arial','sans-serif';">Analyzing Behavior Using the 3-Term Contingency __** **<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 150%;">A **<span style="font-family: 'Arial','sans-serif';"> -- **<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 150%;">B **<span style="font-family: 'Arial','sans-serif';"> -- **<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 150%;">C ** **<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 150%;">A **<span style="font-family: 'Arial','sans-serif';"> = ___________________________________________________________________________ **<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 150%;">B **<span style="font-family: 'Arial','sans-serif';"> = ___________________________________ <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 150%;">** <span style="font-family: 'Arial','sans-serif';">Applies to both desired & undesired behaviors **<span style="font-family: 'Arial','sans-serif'; font-size: 16pt; line-height: 150%;">C **<span style="font-family: 'Arial','sans-serif';"> = ___________________________________** Includes reinforcement, punishment, extinction **__<span style="font-family: 'Arial','sans-serif';">Important Concepts __** <span style="font-family: 'Arial','sans-serif';">1) **__<span style="font-family: 'Arial','sans-serif';">Reinforcement __**<span style="font-family: 'Arial','sans-serif';">: Following a behavior, a stimulus is //presented// or //removed//, and behavior increases or decreases in the future.   ||  **<span style="font-family: 'Arial','sans-serif';">A **  **<span style="font-family: 'Arial','sans-serif';">B ** ||  **<span style="font-family: 'Arial','sans-serif';">C **  || ||  <span style="font-family: 'Arial','sans-serif';">P:   ||  <span style="font-family: 'Arial','sans-serif';">N:   <span style="font-family: 'Arial','sans-serif';">2) **__<span style="font-family: 'Arial','sans-serif';">Punishment __**<span style="font-family: 'Arial','sans-serif';">: Following a behavior, a stimulus is _____________ or _____________, and behavior _____________ in the future.
 * 1) <span style="font-family: 'Arial','sans-serif';">Marked impairment in the use of multiple non-verbal behaviors
 * 2) <span style="font-family: 'Arial','sans-serif';">Failure to develop peer relationships appropriate to developmental level
 * 3) <span style="font-family: 'Arial','sans-serif';">Lack of spontaneous seeking to share enjoyments, interests, or achievements with other people
 * 4) <span style="font-family: 'Arial','sans-serif';">Lack of social or emotional reciprocity
 * 1) <span style="font-family: 'Arial','sans-serif';">Delay in, or a total lack of, the development of spoken language
 * 2) <span style="font-family: 'Arial','sans-serif';">Stereotyped and repetitive use of language or idiosyncratic language
 * 3) <span style="font-family: 'Arial','sans-serif';">Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
 * 1) <span style="font-family: 'Arial','sans-serif';">Preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity of focus
 * 2) <span style="font-family: 'Arial','sans-serif';">Inflexible adherence to specific, nonfunctional routines or rituals
 * <span style="font-family: 'Arial','sans-serif';">Seeks to discover environmental variables that influence social significant behaviors
 * These discoveries lead to interventions that decreased or increased behaviors
 * Ø //<span style="font-family: 'Arial','sans-serif';">Verbal //<span style="font-family: 'Arial','sans-serif';"> behavior = ____________________________________________________
 * Ø //<span style="font-family: 'Arial','sans-serif';">Vocal //<span style="font-family: 'Arial','sans-serif';"> behavior = _____________________________________________________
 * <span style="font-family: 'Arial','sans-serif';">Positive Reinforcement: Soemthing is added & behavior increases
 * <span style="font-family: 'Arial','sans-serif';">Negative Reinforcement: Something is removed & behavior increases

|| **<span style="font-family: 'Arial','sans-serif';">A ** **<span style="font-family: 'Arial','sans-serif';">B ** || **<span style="font-family: 'Arial','sans-serif';">C ** || || <span style="font-family: 'Arial','sans-serif';">P: || <span style="font-family: 'Arial','sans-serif';">N: **__<span style="font-family: 'Arial','sans-serif';">Reinforcement / Punishment Paradigm __** ||  ||  <span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 150%;">Future Responding INCREASES <span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 150%;">Future Responding DECREASES || || <span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 150%;">Stimulus is PRESENTED following a behavior **<span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 150%;">POSITIVE ** **<span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 150%;">REINFORCEMENT ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 150%;">POSITIVE ** **<span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 150%;">PUNISHMENT ** || || <span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 150%;">Stimulus is REMOVED following a behavior **<span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 150%;">NEGATIVE REINFORCEMENT ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 150%;">NEGATIVE ** **<span style="font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 150%;">PUNISHMENT ** || <span style="font-family: 'Arial','sans-serif';">3)  **__<span style="font-family: 'Arial','sans-serif';">Extinction __**<span style="font-family: 'Arial','sans-serif';">: Withholding reinforcement for a behavior that was previously reinforced. As a result, behavior decreases.    ||  **<span style="font-family: 'Arial','sans-serif';">A **  **<span style="font-family: 'Arial','sans-serif';">B ** ||  **<span style="font-family: 'Arial','sans-serif';">C **  || ||   ||   ||   || **__<span style="font-family: 'Arial','sans-serif';">Functional Behavior Assessment __****<span style="font-family: 'Arial','sans-serif';"> (FBA) **  //<span style="font-family: 'Arial','sans-serif';">FBA is a process of identifying the underlying environmental variables that are contributing to a person’s problem behaviors //<span style="font-family: 'Arial','sans-serif';">. ** Also known as a Functional Assessment **__<span style="font-family: 'Arial','sans-serif';">Most problem behaviors fall into 1 or more categories __**<span style="font-family: 'Arial','sans-serif';">: <span style="font-family: 'Arial','sans-serif';">1) __<span style="font-family: 'Arial','sans-serif';">Escape/Avoidance __<span style="font-family: 'Arial','sans-serif';">: The behavior occurs to postpone or stop some event, such as a non-preferred request.  <span style="font-family: 'Arial','sans-serif';">2) __<span style="font-family: 'Arial','sans-serif';">Attention __<span style="font-family: 'Arial','sans-serif';">: The behavior occurs to gain attention from someone. Attention can be positive or negative. Remember, it’s the //effect// on behavior that matters, not your intention. <span style="font-family: 'Arial','sans-serif';">3) __<span style="font-family: 'Arial','sans-serif';">Tangible __<span style="font-family: 'Arial','sans-serif';">: The behavior occurs to gain access to or prevent the loss of preferred items or activities.  <span style="font-family: 'Arial','sans-serif';">4) “__Automatic” or Sensory__: Reinforcement comes from internal sensations & nothing to do with environment. **__<span style="font-family: 'Arial','sans-serif';">An FBA Includes __**<span style="font-family: 'Arial','sans-serif';">: <span style="font-family: 'Arial','sans-serif';">1) __<span style="font-family: 'Arial','sans-serif';">Indirect Assessment __<span style="font-family: 'Arial','sans-serif';">: Approaches that do not measure behavior directly  <span style="font-family: 'Arial','sans-serif';">2) __<span style="font-family: 'Arial','sans-serif';">Descriptive Assessment __<span style="font-family: 'Arial','sans-serif';">: Involves direct observation of behavior, made under naturally occurring conditions. No attempt made to manipulate the environment. <span style="font-family: 'Arial','sans-serif';">3) __<span style="font-family: 'Arial','sans-serif';">Functional Analysis (FA) __<span style="font-family: 'Arial','sans-serif';">: Directly manipulate the environment and studying the student’s responses. *Not required for a “legal” FBA, but is encouraged if staff is qualified.  **__<span style="font-family: 'Arial','sans-serif';">Overview of FBA Steps __**  <span style="font-family: 'Arial','sans-serif';">1) __<span style="font-family: 'Arial','sans-serif';">Define the “target” behavior __<span style="font-family: 'Arial','sans-serif';">: An operational definition is an accurate and clearly stated description of behavior. This description should be observable and measureable, and should be agreed upon by those involved in changing the behavior. || <span style="font-family: 'Arial','sans-serif';">Hitting: || || <span style="font-family: 'Arial','sans-serif';">Tantrum: || <span style="font-family: 'Arial','sans-serif';">2) __<span style="font-family: 'Arial','sans-serif';">Collect Information __<span style="font-family: 'Arial','sans-serif';">: Indirect & Descriptive methods; Includes “baseline” data  <span style="font-family: 'Arial','sans-serif';">3) __<span style="font-family: 'Arial','sans-serif';">Analyze Results / Develop a Hypothesis of Function(s) __<span style="font-family: 'Arial','sans-serif';">: <span style="font-family: 'Arial','sans-serif';">4) __<span style="font-family: 'Arial','sans-serif';">Develop & Implement Function-Based Interventions __<span style="font-family: 'Arial','sans-serif';">:  <span style="font-family: 'Arial','sans-serif';">5) __<span style="font-family: 'Arial','sans-serif';">Collect Data on Behavior Change & Modify Interventions as Needed __<span style="font-family: 'Arial','sans-serif';">: **__<span style="font-family: 'Arial','sans-serif';">Selecting Reinforcers __** <span style="font-family: 'Arial','sans-serif';">1) Conduct a preference assessment to determine what the student is interested in, and the preference value (high/low) in relation to other items/activities  <span style="font-family: 'Arial','sans-serif';">2) Determine if preferred items/activities are actually reinforcers <span style="font-family: 'Arial','sans-serif';">3) Select a reinforcement system  **__<span style="font-family: 'Arial','sans-serif';">Reinforcement Procedures __**  <span style="font-family: 'Arial','sans-serif';">Once you have found a //variety// of reinforcers, you are ready select a reinforcement system:   <span style="font-family: 'Arial','sans-serif';">1) __<span style="font-family: 'Arial','sans-serif';">How often will you reinforce __<span style="font-family: 'Arial','sans-serif';">? - This is called the “Schedule of Reinforcement.” <span style="font-family: 'Arial','sans-serif';">2) __<span style="font-family: 'Arial','sans-serif';">Select a Reinforcement System __<span style="font-family: 'Arial','sans-serif';">:  __<span style="font-family: 'Arial','sans-serif';">Pros __<span style="font-family: 'Arial','sans-serif';">: ___________________________________________________________________   __<span style="font-family: 'Arial','sans-serif';">Cons __<span style="font-family: 'Arial','sans-serif';">: __________________________________________________________________   __<span style="font-family: 'Arial','sans-serif';">Pros __<span style="font-family: 'Arial','sans-serif';">: ___________________________________________________________________   __<span style="font-family: 'Arial','sans-serif';">Cons __<span style="font-family: 'Arial','sans-serif';">: __________________________________________________________________ <span style="font-family: 'Arial','sans-serif';">3) __<span style="font-family: 'Arial','sans-serif';">Select behaviors to reinforce __<span style="font-family: 'Arial','sans-serif';">:  <span style="font-family: 'Arial','sans-serif';">4) __<span style="font-family: 'Arial','sans-serif';">Train all staff members who will be in contact with the student __ **__<span style="font-family: 'Arial','sans-serif';">Prompting __** //<span style="font-family: 'Arial','sans-serif';">Prompts are additional stimuli used to assist the student in responding correctly. As a result, correct responding allows for reinforcement and lessens the motivation for avoidance/escape //<span style="font-family: 'Arial','sans-serif';">. __<span style="font-family: 'Arial','sans-serif';">Types of prompts __<span style="font-family: 'Arial','sans-serif';">: __<span style="font-family: 'Arial','sans-serif';">Fading Prompts __<span style="font-family: 'Arial','sans-serif';">: **__<span style="font-family: 'Arial','sans-serif';">Texas Behavior Support Initiative (TBSI) __** **__<span style="font-family: 'Arial','sans-serif';">Antecedent Interventions __** **__<span style="font-family: 'Arial','sans-serif';">Attention-Seeking Function __** || ||  || ||  ||  || **__<span style="font-family: 'Arial','sans-serif';">Tangible Function (items/activities) __** || ||  || ||  ||  || **__<span style="font-family: 'Arial','sans-serif';">Avoidance / Escape Function __** || ||  || ||  ||  || **__<span style="font-family: 'Arial','sans-serif';">Automatic (sensory) Function __** || ||  || ||  ||  || **__<span style="font-family: 'Arial','sans-serif';">Consequence Interventions __** **__<span style="font-family: 'Arial','sans-serif';">Attention-Seeking Function __** || ||  || ||  ||  || **<span style="font-family: 'Arial','sans-serif';"> __Tangible Function__ ** || ||  || ||  ||  || **<span style="font-family: 'Arial','sans-serif';"> __Avoidance / Escape Function__ ** || ||  || ||  ||  || **<span style="font-family: 'Arial','sans-serif';"> __Automatic (sensory) Function__ ** || ||  || ||  ||  || __<span style="font-family: 'Arial','sans-serif';">Incidental Teaching __ <span style="font-family: 'Arial','sans-serif';">Teaching Social Skills <span style="font-family: 'Arial','sans-serif';">Learner Readiness for Social Skills Training <span style="font-family: 'Arial','sans-serif';">Peer Readiness for Social Skills Training **__<span style="font-family: 'Arial','sans-serif';">Informing Non-Disabled Peers About Autism __** <span style="font-family: 'Arial','sans-serif';">When deciding whether or not to tell peers about the needs of a student with autism, consider: <span style="font-family: 'Arial','sans-serif';">1) The profile of the person with autism  <span style="font-family: 'Arial','sans-serif';">2) The age of the peer <span style="font-family: 'Arial','sans-serif';">3) The purpose of the instructional session  **__<span style="font-family: 'Arial','sans-serif';">Why Inclusion __****<span style="font-family: 'Arial','sans-serif';">? **  <span style="font-family: 'Arial','sans-serif';">The emphasis on inclusion started in the mid-19___s, emphasizing that students with disabilities should be included in all school programs and activities.   <span style="font-family: 'Arial','sans-serif';">Interventions to Avoid   <span style="font-family: 'Arial','sans-serif';">1) Facilitated Communication <span style="font-family: 'Arial','sans-serif';">2) Sensory Integration (during or just after problem behavior occurs)
 * Ø <span style="font-family: 'Arial','sans-serif';">Once you identify what purpose the problem behavior serves for the student, you can develop interventions to promote behavior(s) that serve the same function (purpose).
 * Ø <span style="font-family: 'Arial','sans-serif';">?
 * o
 * o <span style="font-family: 'Arial','sans-serif';">Function = Underlying motivation behind the behavior (//don’t need awareness//)
 * 1) __<span style="font-family: 'Arial','sans-serif';">Interviews __
 * 2) __<span style="font-family: 'Arial','sans-serif';">Checklists __<span style="font-family: 'Arial','sans-serif';">: MAS (Durand & Crimmins, 1992) & FAST (Iwata & DeLeon, 1996)
 * · <span style="font-family: 'Arial','sans-serif';">A-B-C Data
 * · <span style="font-family: 'Arial','sans-serif';">Frequency / Duration data
 * Ø <span style="font-family: 'Arial','sans-serif';">Look for correlations / connections between antecedents and consequences
 * Ø <span style="font-family: 'Arial','sans-serif';">What are the most common //antecedents// that come just before the behavior?
 * Ø <span style="font-family: 'Arial','sans-serif';">What are the most common //consequences// that follow the behavior?
 * Ø __<span style="font-family: 'Arial','sans-serif';">Antecedent Interventions __<span style="font-family: 'Arial','sans-serif';">: In place before the behavior has an opportunity to occur
 * Ø __<span style="font-family: 'Arial','sans-serif';">Consequence Interventions __<span style="font-family: 'Arial','sans-serif';">: Interventions for responding to problem behavior
 * Ø <span style="font-family: 'Arial','sans-serif';">Frequency / Rate of the behavior
 * Ø <span style="font-family: 'Arial','sans-serif';">Duration of problem behavior
 * Ø <span style="font-family: 'Arial','sans-serif';">A //preference// is not necessarily a //reinforcer//…Why?
 * 1) <span style="font-family: 'Arial','sans-serif';">Ask the student, parent, teacher
 * 2) <span style="font-family: 'Arial','sans-serif';">Present a variety of items __individually__ & examine engagement and length of time
 * 3) <span style="font-family: 'Arial','sans-serif';">Present items in pairs, noting which is chosen from the two options (forced-choice)
 * Ø <span style="font-family: 'Arial','sans-serif';">Rules of Reinforcement: Quality, Quantity, Immediacy, Contingent, Vary
 * 1) __<span style="font-family: 'Arial','sans-serif';">Frequency __<span style="font-family: 'Arial','sans-serif';">: Reinforce after a certain number of responses
 * · //<span style="font-family: 'Arial','sans-serif';">Average //<span style="font-family: 'Arial','sans-serif';"> or //Fixed// number of responses? (circle one)
 * 1) __<span style="font-family: 'Arial','sans-serif';">Duration __<span style="font-family: 'Arial','sans-serif';">: Reinforce after a certain amount of time has passed
 * · //<span style="font-family: 'Arial','sans-serif';">Average //<span style="font-family: 'Arial','sans-serif';"> or //Fixed// amount of time? (circle one)
 * 1) <span style="font-family: 'Arial','sans-serif';">You reinforce with the item/activity itself when the schedule of reinforcement is met
 * 1) <span style="font-family: 'Arial','sans-serif';">Use token exchange, also called a “token system” – tokens are exchanged for reinforcers
 * · //<span style="font-family: 'Arial','sans-serif';">Schedule of Reinforcement //<span style="font-family: 'Arial','sans-serif';"> is still an important factor
 * · //<span style="font-family: 'Arial','sans-serif';">Schedule of Reinforcement //<span style="font-family: 'Arial','sans-serif';"> is still an important factor
 * 1) <span style="font-family: 'Arial','sans-serif';">Appropriate behaviors of the student, called “alternative behaviors”
 * 2) <span style="font-family: 'Arial','sans-serif';">The //absence// of inappropriate behavior (based on duration – see DRO)
 * Ø <span style="font-family: 'Arial','sans-serif';">Verbal: ______________________________________________________________________
 * Ø <span style="font-family: 'Arial','sans-serif';">Gestural: ____________________________________________________________________
 * Ø <span style="font-family: 'Arial','sans-serif';">Model: ______________________________________________________________________
 * Ø <span style="font-family: 'Arial','sans-serif';">Physical: ____________________________________________________________________
 * Ø <span style="font-family: 'Arial','sans-serif';">Textual: _____________________________________________________________________
 * Ø <span style="font-family: 'Arial','sans-serif';">Visual: ______________________________________________________________________
 * Ø <span style="font-family: 'Arial','sans-serif';">Most-to-Least: ______________________________________________________________
 * Ø <span style="font-family: 'Arial','sans-serif';">Least-to-Most: ______________________________________________________________
 * Ø <span style="font-family: 'Arial','sans-serif';">Graduate Guidance: _________________________________________________________
 * Ø <span style="font-family: 'Arial','sans-serif';">Time Delay: ________________________________________________________________
 * Ø <span style="font-family: 'Arial','sans-serif';">IDEA (1997) mandated the usage of PBS & FBA
 * Ø <span style="font-family: 'Arial','sans-serif';">What is PBS?
 * Ø
 * Ø <span style="font-family: 'Arial','sans-serif';">Meets TEA requirements for procedures related to restraint and time-out
 * Ø
 * Ø
 * Ø
 * Ø
 * · <span style="font-family: 'Arial','sans-serif';">Select behaviors that the student is currently able to perform
 * · <span style="font-family: 'Arial','sans-serif';">Begins with the student’s initiation
 * · <span style="font-family: 'Arial','sans-serif';">Use prompts to get the correct response
 * Ø
 * Ø
 * Ø
 * Ø <span style="font-family: 'Arial','sans-serif';">Teaching non-disable students skills like sharing, organizing play, assisting, persisting, requesting to share, and getting attention increases rates of social interactions (Strain & Kohler, 1999).
 * Ø
 * o <span style="font-family: 'Arial','sans-serif';">A token/point system can be helpful (less interruption of ongoing interactions)
 * Ø
 * o <span style="font-family: 'Arial','sans-serif';">Involve multiple peers
 * o <span style="font-family: 'Arial','sans-serif';">Train & practice in multiple settings
 * Ø
 * o <span style="font-family: 'Arial','sans-serif';">Children with autism do not necessarily learn to initiate interactions just from receiving initiations from others
 * Ø
 * · <span style="font-family: 'Arial','sans-serif';">Can imitate the behavior of other children
 * · <span style="font-family: 'Arial','sans-serif';">Can follow a variety of adult instructions
 * · <span style="font-family: 'Arial','sans-serif';">Can play appropriately with a number of toys
 * · <span style="font-family: 'Arial','sans-serif';">Tends to be compliant and does not engage in high rates of inappropriate behavior
 * · <span style="font-family: 'Arial','sans-serif';">Has a good imitative repertoire
 * · <span style="font-family: 'Arial','sans-serif';">Can identify & label objects and people
 * · <span style="font-family: 'Arial','sans-serif';">Initiates a variety of actions
 * · <span style="font-family: 'Arial','sans-serif';">Peer must already possess & demonstrate appropriate social language & play behavior
 * o <span style="font-family: 'Arial','sans-serif';">Sharing & requesting shares
 * o
 * o <span style="font-family: 'Arial','sans-serif';">Offering & requesting assistance
 * o <span style="font-family: 'Arial','sans-serif';">Making complimentary & supportive comments
 * o
 * · <span style="font-family: 'Arial','sans-serif';">Should be flexible and cooperative in following adult directions
 * · <span style="font-family: 'Arial','sans-serif';">Is assertive and persistent in getting the student with autism to respond
 * · <span style="font-family: 'Arial','sans-serif';">Capable of sustaining attention to activities, and tolerates repeating activities
 * · <span style="font-family: 'Arial','sans-serif';">Has an interest in helping the student with autism
 * Ø <span style="font-family: 'Arial','sans-serif';">Involve multiple peers to help with generalization
 * Ø
 * Ø
 * Ø
 * Ø
 * Ø
 * Ø
 * Ø
 * Ø