Meltdowns in Autism Spectrum Disorder

Learn how to reduce and eliminate problematic meltdowns by learning what sparks and fuels them.
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  • Lectures 13
  • Contents Video: 2.5 hours
    Other: 16 mins
  • Skill Level All Levels
  • Languages English
  • Includes Lifetime access
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About This Course

Published 4/2015 English

Course Description

Autism Spectrum Disorder impacts 1 in 68 children according to the Center for Disease Control's 2014 report. 1 in 42 boys and 1 in 189 girls. Autism brings tremendous joy in each individual's unique strengths and quirks. Parenting a child with Autism Spectrum Disorder can bring additional and specific challenges into the home. Meltdowns can be considered one of these challenges. This course is designed to assist parents and caregivers in learning how to identify the root cause(s) of their child's meltdown(s), design replacement behaviors, as well as incentive systems for positive reinforcement. I've taken years of experience in public and private sectors and synthesized information in order to empower parents, caregivers, educators and mental health providers with the tools needed to make pertinent changes to one of the most problematic behaviors impacting individuals on the Autism Spectrum: meltdowns. Take this course to reduce and stop meltdowns from disrupting your homes, classrooms, and/or daily routines. Information, tools and strategies needed are simply a click away. Information is provided using a differentiated approach in a succinct manner in order to ensure optimal success. Presentations with audio, video, and downloadable materials are all present and ready to be immediately implemented within your environment.

What are the requirements?

  • View Autism Spectrum Disorder Subtype Characteristics lecture first. Beginners within the field or new to Autism will be able to learn pertinent information encompassing Autism's five subtypes. Professionals and parents familiar with Autism will benefit from this facet of the course because details surrounding each subtype are discussed.
  • Print and have ready the necessary worksheets available in the course shell in order to interact with the lectures as they progress. Formal training in behavior, education, or special education is not necessary prior to beginning this course. It is designed to better the lives of individuals, families, caregivers, and professionals impacted by the stress and negativity associated with meltdowns common in Autism.

What am I going to get from this course?

  • Identify five Autism Spectrum Disorder subtypes
  • Recognize, apply, and discuss characteristics of Autism Spectrum Disorder
  • Utilize current industry practice terminology as it relates to Autism Spectrum Disorders
  • Identify and apply theoretical approaches to Autism treatment as it applies to teaching replacement behaviors.
  • Compare and contrast characteristics within Autism Spectrum Disorders
  • Recognize factors contributing to behavioral antecedents
  • Describe a meltdown's components accurately in order to assist in identifying antecedents and replacement behaviors.
  • Recognize and apply characteristics within behavioral antecedents
  • Analyze root causes of behavioral antecedents.
  • Utilize and apply working knowledge of behavioral antecedents as they relate to the unique individual with Autism Spectrum Disorder
  • Identify potential the behavioral function of each meltdown.
  • Utilize qualitative and quantitative data collection and synthesis practices in order to identify potential behavioral antecedents
  • Accurately describe meltdown characteristics using correct terminology
  • Design and tailor replacement behaviors for implementation within specific settings meltdowns are transpiring.
  • Design specific reinforcement systems to encourage performance of newly learned replacement behaviors.
  • Utilize progress monitoring sheets to measure the frequency and intensity of meltdowns in order to determine the effectiveness of positive reinforcements used to encourage replacement behaviors.
  • Design and implement tools for progression including but not limited to social stories, picture systems, tangible rewards, intangible rewards, point sheets, and/or incentive systems.

What is the target audience?

  • This course is designed for parents, caregivers, and siblings living with individuals with Autism Spectrum and co-morbid disorders who have meltdowns frequent and intense enough to impede daily activities, tasks, and/or outings outside of the home. Students will be taught how to correctly identify the cause of each meltdown, learn how to teach each individual different ways to express emotion instead of meltdowns, as well as the tools needed to reinforcement replacement behaviors to encourage positive behavior instead of meltdowns. Students are taught in a step by step process in order to take time necessary to understand how and why their loved one is having meltdowns. Prior behavioral training formally or informally is not necessary to take this course. It has been designed to provide families and caregivers with the tools and support needed to significantly change problematic behavior. This course is also designed for professionals within the education or mental health fields who work with individuals with Autism Spectrum and Co-Morbid disorders who have meltdowns that are impeding the individual's ability to acquire new information, form social relationships with peers, and/or participate within the total school or mental health/daytreatment's environment.

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Curriculum

Section 1: Course Introduction & Overview
03:30

This course provides an overview of course lectures in order to assist in pacing and to introduce students to topics being covered in depth throughout the course. By the end of the lecture students will have an understanding of course topics in order to be prepared for future lectures.

Section 2: Autism Overview
17:09

Within this lecture pertinent information regarding Autism and the five subtypes found within what is known as a Spectrum Disorder. For many years diagnostic practice consisted of separating characteristics identified through qualitative and quantitative measures in order to determine which specific subtype each individual exhibited characteristics of. Current industry practice no longer utilizes such an approach. Given the vast differences in characteristics per individual, presenting students within this course with specific details regarding the Autism Spectrum was paramount in order to ensure comprehension of the disorder was obtained. By the end of this lecture students will be able to identify and discuss all five subtypes of Autism Spectrum Disorder, as well as commonalities within each subtype.


Please be certain to utilize Section 2's reference sheet for note taking and future reference purposes.

17:40

By the end of this lecture students will be able to accurately identify characteristics within Autism Spectrum Disorder's subtypes. Students will be able to distinguish commonalities and differences within the subtypes, information pertinent to extinguishing problematic behaviors later in the course. Students need to be certain to utilize the Section 2 downloadable material in order to ensure key points within the lecture are captured within their notes.

17:43

Within this lecture students are presented to multiple theorem driving current industry practice. Theoretical approaches are shared in order to assist students in developing and applying skills needed to understand the development and implementation of current industry practice in Autism Treatment. Current industry practice directly impacts the lives of individuals and families living with Autism Spectrum Disorder.

Please be certain to utilize Section 2's reference sheet located within the downloadable materials section of Lecture 2.

11 questions

Now let's test your knowledge! Within this quiz contains questions in multiple choice and true/false format to test your knowledge of information presented in Lectures 2, 3, and 4. Please review your reference sheet prior to taking the quiz to better prepare.

Section 3: Behavioral Antecedents
09:10

What is it that causes each meltdown? Why do meltdowns happen? These and similar questions are posed by parents, caregivers, educators, and mental health providers working with individuals on the Autism Spectrum who deal with meltdowns on a regular basis. Within this lecture students will learn how meltdowns are started, as well as how to recognize potential triggers for each meltdown. Be certain to utilize the Section 3 Reference Sheet throughout the lectures to assist with note-taking. Please take additional notes as you deem appropriate.

18:01

Problematic behaviors such as meltdowns can very easily transform an entire day for parents, teachers, caregivers, and mental health providers. In order to stop the meltdown from happening we need to be able to determine why they are happening. This is done through careful examination of behavioral antecedents, or the "why" or "root cause" of the meltdown. Antecedents spark behaviors. By the end of this lecture you will have a more thorough understanding of different types of behavioral antecedents in order to assist in understanding why your individual is melting down.

03:39

Lecture 7's information summarizes information pertaining to behavioral antecedents. Students are presented again with the information necessary in order to assist in recognizing behavioral antecedents, or the "spark" for the meltdown.

10 questions

Ready to test your knowledge of information presented in Lectures 5, 6, and 7? Within this quiz you will find questions in multiple choice and true/false format pertaining to information presented within Section Three's lectures. Please take a moment to review your reference sheet and any additional notes taken during these lectures.

Section 4: Behavioral Function
12:24

Why is my child melting down? Why is he throwing temper tantrums? These and similar questions are asked quite frequently. In order to stop meltdowns we need to determine why they are happening. All behavior has a function, or purpose. Even for behaviors as seemingly necessary as a meltdown! Behavior doesn't happen in a vacuum. It happens in response to a trigger, or antecedent. Within this course we are going to delve further into the cause of each meltdown. Information pertaining to behavioral function will be discussed in depth in order to provide students with the tools necessary in order to analyze their loved one's behavioral function in order to reduce and eliminate problematic behaviors. In this course the problematic behavior is defined as the meltdown itself.

Please utilize the reference sheet located within the downloadable materials section of this course in order to assist with note-taking.

11:05

Within this lecture we will delve into specifics information surrounding behavioral function. Information is presented with detailed descriptions and application in order to empower the student with the knowledge needed to determine the function of their loved one's problematic behavior. In this course we have defined the problematic behavior as the meltdown itself. Please utilize the Section 4 Reference Sheet located in the downloadable materials section above for note taking assistance. This reference sheet with serve as an outstanding resource once you have completed the course.

13:53

Within the lecture regarding behavioral functionality additional information regarding behavioral function is presented and previous information reviewed. A systematic approach to presentation was taken in order to ensure optimal student comprehension in order to ensure seamless application of newly learned information from within this course into each student's daily life. It is imperative course information is correctly applied within each student's unique environment in order to assist in reducing and eliminating meltdowns from transpiring.

19:18

Replacement behaviors are the "instead of" behaviors we would like our loved ones to do in place of the current problematic behavior, the meltdown. Within this lecture students are given the information needed in a formulated and succinct approach in order to assist them in writing goals for "instead of" or replacement behaviors. Examples with answers are provided in order to assist with student comprehension of newly learned material. Please be certain to utilize the reference sheet located in the downloadable materials section within Lecture 8 for note-taking purposes. This sheet will serve as an outstanding resource once the course is completed.

Section Four Quiz
15 questions
Section 5: Course Wrap-Up
16 pages

Welcome to the last lecture within the course! Congratulations, we've covered a lot of material thus far! Within this presentation is a detailed summation of information covered in previous sections. All behaviors happen for a reason. The reason for problematic behaviors is defined as function, sparked by an antecedent. Through careful analysis of data taken and descriptions of the meltdown itself you will be able to determine the probably antecedent and function of your loved one's meltdown. Once this is done, you will be able to draft goals for replacement or "instead of" behaviors. These are the behaviors you would like your loved one to do instead of melting down. Be certain these behaviors are written in objective, measurable, and observable terms. Reinforcements and other interventions should be incorporated into the planned delivery and rehearsal of the replacement behaviors. Qualitative and quantitative data should be taken in order to determine whether or not the rate of mastery percentage is accurate, and that your loved one is making expected growth.

04:52

After completing this lecture students will be able to correctly identify behavioral antecedents, behavioral functions, and design replacement behaviors for their loved ones. This video summarizes information presented throughout the course in order to ensure thorough topic comprehension.

6 questions

Ready to test your course knowledge? Within this quiz are true/false questions designed to test your knowledge of information presented within the course.

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Instructor Biography

Danielle Kelly, M.Ed., NBCT, ITFS, Director of Instruction at Autism Innovations, LLC

Danielle Kelly has spent ten years in the field of Special Education working primarily with students on the Autism Spectrum, and those with Behavior and Emotional Disabilities. Danielle earned a Bachelor of Science degree in Liberal Studies with concentrations in US History and Criminal Justice and a Master's Degree in Cross Categorical Special Education. Danielle also holds a National Board's Certification in Special Education K-22. Throughout the past ten years in the EC field she has taught students from pre-K through high school with disabilities that include Autism Spectrum Disorders, Behavioral and Emotional Disabilities, Other Health Impairments, Visual Impairments, Traumatic Brain Injury, Learning Disabilities, as well as ID-Mild and ID-Moderate cognitive ranges. She has served children with disabilities in self-contained, inclusive, resource, specialist, alternative, and home-based settings. In addition to being licensed by the state of North Carolina in Special Education K-22, Ms. Kelly also holds duel certifications in English Language Arts 6-9, and Social Studies 6-9. She has also served as Department Chair of Special Education.

Throughout her career Ms. Kelly has been able to gain a unique perspective and understanding regarding children on the Autism Spectrum. Years have been dedicated to extensive research and study on this particular behavioral disorder in order to design and implement comprehensive strategies with AU students in different environments, and for specific deficit areas. This passion in the field of Special Education extends to extensive training in local and federal law, pertaining specifically to the guidelines that dictate the manner in which Individualized Education Plans are written and implemented. Study and training continues, as she teaches future and veteran teachers just how to teach children on the Autism Spectrum. Danielle has been working as an Adjunct Professor for four years, teaching undergraduate and graduate level courses. Graduate courses are specific to Autism Spectrum Disorders, and are part of the University's certificate in Autism program. The myriad of experiences with varying age groups, ability levels, and educational settings has given Danielle a comprehensive and global perspective into the necessity of truly individualizing programming for special needs students. Strategies have been designed based on empirical data and research in order to extinguish problematic behaviors and cognitive impairments in order implement replacement behaviors.

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