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 4 Reinforcement

Activity 1: QuickQuiz

Activity 2: Roles and Responsibilities

Roles and Responsibilities

Read the scenario and then answer the questions that follow.

Scenario

You are a paraprofessional who has worked with Elliot, an eight year old boy with autism, for five months. Over this time you have learned from a discussion with his parents that he really enjoys puzzles of all kinds, and that he especially likes those with small puzzle pieces. During class game time, you have offered him both puzzles and Legos, and found that he has become quite fond of playing with Legos as well as puzzles. In addition to this, you have found that he is also quite interested in classes that take place outdoors, as well as those taught by Ms. Ross, the music teacher. He seems to really look forward to Ms. Ross’s twice weekly class, and you have suggested to the teacher that some of the curriculum Elliot finds most challenging could precede music class to help motivate him.

In his regular class, you often find that Elliot has a hard time staying in his seat and staying on task, especially right away in the morning. You have noticed that he really doesn’t pay much attention to the visual schedule that is supposed to help him identify upcoming events of the day and stay focused. You have occasionally seen Elliot “tune out” and trace his finger along the edge of his desk when he becomes frustrated with the tasks demanded of him by the visual schedule. On mornings when Elliot is especially unfocused, you have found that allowing him to play with puzzles rather than starting on the tasks indicated on his schedule works to calm and help him get settled. You have also found that Elliot seems to get anxious prior to lunch, even though you have been told by his father that he really likes eating. At times, Elliot will put his head down on the lunchroom table and cover it with his arms after quickly finishing his meal. The school’s new lunchroom can get noisy and is quite bright, but you have not heard of Elliot having problems with such environmental factors before.

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 to act if his sensory arousal is low?
4. What kind of environment might promote greater sensory arousal for someone whose arousal is low?

Get a worksheet that you may print for this activity.

The Para eLink is sponsored by the Minnesota Paraprofessional Consortium, in collaboration with the Minnesota Department of Education, located at the Institute on Community Integration in the College of Education and Human Development at the University of Minnesota.

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