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ASD-S2: Demonstrates the ability to adapt, modify, or structure the environment based on an understanding of which auditory, visual or other sensory stimuli may be distracting, offensive, reinforcing, or calming for the individual student under the direction of licensed staff.
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Lesson 2 Reinforcement

Activity 1: QuickQuiz

1. An optimal state of arousal (neither too high nor low), is necessary in order to attend, interact, and learn.


2. When an individual is in an optimal state of arousal, he or she is likely to be:

unable to sit still.
distressed.
calm and attentive.
all of the above.

Activity 2: Sensory Arousal Modulation

Concept to Practice

 

Sensory Arousal Modulation

 

Read the scenario and then answer the questions that follow.

Scenario

Mitch, an eleven year old boy with ASD, is late to school today. Upon arriving in class, Mitch moves franticly about the classroom, even though his classmates are seated and involved in an activity. Mitch’s mother, who usually brings him to school, was unable to do so this morning because of an important appointment. Mitch’s older sister, who brought him to school on this day, tells you that Mitch was running late because he had trouble adjusting to the change in his morning routine.

Questions

Considering the content of this lesson and the above scenario, answer the following questions.

  1. What behaviors and arousal modulating strategies might Mitch exhibit in his high arousal state?
  2. What kinds of adaptations might be made in the classroom to promote an optimal level of arousal for Mitch on such a day?
  3. How might you expect a person whose sensory arousal is low to act?
  4. What kind of environment might promote greater sensory arousal for someone whose arousal is low?

printer icon Get a worksheet that you may print for this activity.
 

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