Resources to Support Challenging Child Behavior

One of my 4th grade students has high functioning autism and is included in regular education most of his day. His teachers are complaining that his “talk outs” during class are becoming much too disruptive. We are looking for a positive reinforcement procedure that might work better than his current system, which is a basic star chart that he doesn’t like.

Some students in my class never follow directions. They just sit, or don’t put away materials and get what they need next. How can I help these students?

I have a 3^rd grader with Autism who is fully included. He is trying to gain attention from his peers by imitating their actions. His peers are becoming frustrated. How can we encourage him to interact better with his peers?

I have a student who chews her pencil during seatwork. She chews the metal top until it is ragged or comes off and will often chew the pencil right down to the lead. Not only does this behavior distract her during writing activities, but I am concerned for her safety! I have tried chewy pencil tops, other oral stimulation (candy, gum), and visual cues. Nothing seems to prevent her from chewing the pencil. How can I prevent this behavior.

How may I help my child learn to keep the volume of his speech at the appropriate level of loudness when we are in different community settings?

What would be the best way to help an 8 year old boy with Autism Spectrum Disorder to adjust to moving to another home?  He seems to do fine until it is time to go to bed and then he gets terribly upset, crying and hitting himself. This behavior does not occur when he is able to sleep in his old bedroom. His grandmother lives in his previous home so he has access to his old room.

I have some students who continually get into arguments or fights. Many times I don’t know who did what. I don’t like to give consequences without having enough information and they of course blame each other. Do you have any suggestions?

I have a student who wants to erase his writing repeatedly to try and make it more perfect. Can you offer any advice?

I am a paraprofessional who works with a student in regular education settings and in a Support Room. He has a very hard time working. I’ve learned many strategies and have used them with some success but sometimes he will just groan and refuse to work. The other day he was doing so well and had finished 3 papers but refused to do the last one. I know he could do it but he just wouldn’t think and fill in the answers. What do I do in those cases?  I hate to just say he doesn’t have to do it – that seems like going backwards and giving in.

I am a family member of a teenage girl with autism. She regularly walks around repeating the same phrases over and over again, much to the dismay of her peers and family members. Repeating it back to her or saying we heard her does not stop it. How do we reduce this? Is this a form of echolalia? Ex: Her cousin is coming to pick her up for an appointment. “I have an appointment at 10:00, my cousin is coming at 10:00 to pick me up, at 10:00 we are leaving for the appointment…” Help!