Spitting

I found this info at: 

1. Identify situations that are aversive to him.
2. Give choices prior to engaging in activities, even if it is "do you want to do this worksheet or that worksheet". Choices, sometimes, give him the feeling that he IS doing something that he wanted.
3. Set up a system (visual schedule) where he still has to do some of these things, but will earn breaks. And, let him see when the breaks are coming and let him know exactly what he needs to do before he earns a break. This is called Differential Reinforcement of Alternate Behaviors (DRA).
4. You could also give him like 3 break cards each day, and he can use them whenever he wants to get out of task or continue doing something preferred for a certain amount of time(e.g., 5 minutes).
5. At the same time, you want to extinguish the unwanted behavior. In other words, withhold reinforcement. In this case, you would continue to prompt through the task and he would NOT get a break when he spits or does not complete work.
6. Increase breaks for absence of spitting. This is called Differential Reinforcement of Other Behviors (DRO).
***If his behavior is motivated by access to positive reinforcement (access to playground), then you could set up your system according to this. Like give him access to the playground for not spitting for 2 periods. And, if he spits, deny access for a certain amount of time...
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Just to dispel some bad information on several responses, ignoring behaviors isn't always an appropriate response for a couple reasons. Ignoring is most effective if the student is spitting to gain access to attention. And, as the teacher described above, it does not sound like the case. So if someone is spitting to get out of doing something, and you ignore it, but they are still getting out of doing somehting, then they will continue to do it... even if you ignore it!

Autistic children take in most of their information through their visual channel. To that end, picture prompts work better than almost anything else.

Go on the 'Net and find pictures of kids spitting and then find pictures of kids doing the right thing, like leaving a play area. Also find pictures of his favorite things, like treats or activities.

Now you are ready to do an If/Then Chart. Create a page that has If on one side and Then on the other. To make it clear, delineate it with lines. On the IF side, show the child spitting and on the then side, show a picture of the playground with an X through it or an empty playground, depending on his level.

Then put a child doing his work on the IF side and a reward (perhaps he has to earn recess) on the other side. Also do a picture of a child leaving recess and a reward on the other side.

Sit down and work with the child using the visual prompts. Explain it both verbally and visually by pointing. When he has to begin work, walk him through the correct prompt. "In order to go to recess, you must finish your work."

Now, if he starts spitting, I want you to ignore him entirely. He has the information that he needs and he can now make choices. If he is spitting on other people, move them away to another area. Then leave him in for recess.

If he is really low, you might have to do an If with the student doing work and the Then with a treat. Then gradually increase the number of assignments he has to finish to get the treat. Then you can move it to exclusion from recess.

To get some pictures, try the Do2Learn website. For more information on positively managing behavior, go to Dr. Mac's Amazing Behavior Management page. You'll be glad you did.

I found this info at: 

1. Identify situations that are aversive to him.
2. Give choices prior to engaging in activities, even if it is "do you want to do this worksheet or that worksheet". Choices, sometimes, give him the feeling that he IS doing something that he wanted.
3. Set up a system (visual schedule) where he still has to do some of these things, but will earn breaks. And, let him see when the breaks are coming and let him know exactly what he needs to do before he earns a break. This is called Differential Reinforcement of Alternate Behaviors (DRA).
4. You could also give him like 3 break cards each day, and he can use them whenever he wants to get out of task or continue doing something preferred for a certain amount of time(e.g., 5 minutes).
5. At the same time, you want to extinguish the unwanted behavior. In other words, withhold reinforcement. In this case, you would continue to prompt through the task and he would NOT get a break when he spits or does not complete work.
6. Increase breaks for absence of spitting. This is called Differential Reinforcement of Other Behviors (DRO).
***If his behavior is motivated by access to positive reinforcement (access to playground), then you could set up your system according to this. Like give him access to the playground for not spitting for 2 periods. And, if he spits, deny access for a certain amount of time...
______________________________________…
****
Just to dispel some bad information on several responses, ignoring behaviors isn't always an appropriate response for a couple reasons. Ignoring is most effective if the student is spitting to gain access to attention. And, as the teacher described above, it does not sound like the case. So if someone is spitting to get out of doing something, and you ignore it, but they are still getting out of doing somehting, then they will continue to do it... even if you ignore it!

Autistic children take in most of their information through their visual channel. To that end, picture prompts work better than almost anything else.

Go on the 'Net and find pictures of kids spitting and then find pictures of kids doing the right thing, like leaving a play area. Also find pictures of his favorite things, like treats or activities.

Now you are ready to do an If/Then Chart. Create a page that has If on one side and Then on the other. To make it clear, delineate it with lines. On the IF side, show the child spitting and on the then side, show a picture of the playground with an X through it or an empty playground, depending on his level.

Then put a child doing his work on the IF side and a reward (perhaps he has to earn recess) on the other side. Also do a picture of a child leaving recess and a reward on the other side.

Sit down and work with the child using the visual prompts. Explain it both verbally and visually by pointing. When he has to begin work, walk him through the correct prompt. "In order to go to recess, you must finish your work."

Now, if he starts spitting, I want you to ignore him entirely. He has the information that he needs and he can now make choices. If he is spitting on other people, move them away to another area. Then leave him in for recess.

If he is really low, you might have to do an If with the student doing work and the Then with a treat. Then gradually increase the number of assignments he has to finish to get the treat. Then you can move it to exclusion from recess.

To get some pictures, try the Do2Learn website. For more information on positively managing behavior, go to Dr. Mac's Amazing Behavior Management page. You'll be glad you did.