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Behaviors
· Inappropriate behaviors (i.e.,
stereotypical behaviors,
pacing, toe walking, hand flapping).
· Physical activity may be restricted
because of reluctance to participate in programs.
· Short attention span may
interfere with learning.
· Extra stimuli in the teaching area may be distractions.
· Difficulty processing two or more stimuli may
interfere with learning
· Abrupt changes in routines may precipitate outbursts
or regression in skill acquisition.
· Significant deficits in interpersonal relationships
may
develop.
· Physical skills taught in one environment transfer
well to other environments.
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Programming Guidelines
· Teachers may have to overlook
behaviors for the sake of emphasizing access to the program.
Initially, benefits gained from participating in the program
may be more important than upsetting a child by trying to stop
an inappropriate behavior (Berkeley & Zittel, 1998).
· Techniques should be used
to accommodate individual learning styles, while implementing
a behavior modification program.
· Activities should be changed
frequently, learning
stations should be employed, and transitions planned carefully
between stations. A variety of activities that target the same
goal may be useful.
· Actions such as covering windows,
closing doors, storing unused equipment, turning off radios,
and removing
colorful posters may be beneficial. Such items may be gradually
reintroduced as the individual becomes acclimated to the environment.
· Teachers should instruct using
the simultaneously preferred sensory modality of the student.
Relevant stimuli should be presented one at a time. Stimuli in
the environment that may be distracting should be reduced or
eliminated.
· Classes should be presented
in a highly structured and predictable fashion. Students should
know where they will sit or stand and the order of activities.
New skills should be introduced with a minimum of disruption
to known and familiar skills.
· Non-threatening settings should
be provided for
students to practice social interaction skills.
· Skills should be taught in
settings as close as possible to those in which they will be
applied. Skill transfer should not be assumed.
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