Differentiated Instruction vs
PRACTICAL WAYS TO MANAGE
INAPPROPRIATE BEHAVIORS
*Each student with autism is different from
each other, thus these strategies may not be
effective one but successful to another and
serve different purposes and causes.
#1 TANTRUMS/MELTDOWNS
• Identify what causes the behavior and
remove/replace/ the cause of the tantrum.
• Give breaks like clapping, stretching, a short
or walk outside the classroom.
• Teach routine with pictures.
• Give simple rewards for positive behaviors
like stars and stickers.
• Teach counting 1 to 10 before the outburst
of the tantrum.
#2 REFUSAL TO PERFORM TASK
• Start with the simplest task that student can
perform. Increase task gradually.
• Model task , show visual of tasks to do or
write it down if the student can read.
• Reward student often when teaching new
skill.
• Break down big task into small task.
• Make a checklist for the table top activities.
#3 EATING NON-EDIBLE FOOD
• Keep things out of sight or lock them up.
• Divert them from putting things in mouth
• Frequently correct student
• Teach them things that are food and non -
food
#4 CONSIDER WORKING WITH A
BEHAVIOR SPECIALIST
A behavior specialist can help you and your
student find effective ways to reduce
inappropriate behavior. These methods can
include skill building, redirection and
alternative behaviors. Every child is different
from each other.NO HAT WILL FIT ALL.
Accommodation
Accommodations are given to students who have a physical
STAMP
PLACE
HERE
disability, a learning disability or students who are labeled ELL.
Differentiated instruction applies to all levels and all learning styles
from gifted to SPED. Teachers can differentiate instruction by
using the same content and deliver it different ways either by using
leveling or the Multiple Intelligence Theory. The difference is
that accommodations refer to helping a single student with a specific
disability and differentiated instruction includes all students in a
class learning the same content all being challenged at their ability
level while using their multiple intelligence learning style.
AUTISM:
http://socialstudiesdifferentiatedinstruction.com/tag/what-is-the-difference-between-an-
accommodation-and-differentiated-instruction/
ACCOMMODATIONS


Provide flashcards
Oral Tests
In a Nutshell
 Preferential seating
 Repetition
This brochure is created for General
City, ST ZIP Code
 Audio tape for auditory learner
Recipient Name
 Photocopies of notes for students who are unable to write
Education Teacher to have an overview of
Street Address
 Visual Schedules
 Quiet Area to escape constant barrage of noise
 Noise cancelling earphones autism, the nature of the students with
DIFFERENTIATED INSTRUCTION autism, their rights, and simple tips that
A. Differentiating Content- presenting content in different ways may help teachers in dealing with
 Fieldtrips
 Guest speakers students with autism.
 Songs
 Using/Reading stories according to students ability to read and
comprehend.
B. Differentiating Process- the method used to make sense of the
content
 Small group instruction, paired, to individual work
Disclaimer: The information provided in this brochure is
 Demonstration
from the online sites below and just formatted as brochure.
 Learning Centers
CREDITS:
 Varying paces of lesson
https://us.sagepub.com/sites/default/files/upm-
Northwind Traders
C. Differentiating Product binaries/26640_Lesson_Design_Chapter_1_Differentiated_I
 Instead of writing students can do clipping on cards
Raleigh, NC 02134-0000
nstruction_and_Strategies.pdf
 Having the same objectives students can show product by a https://www.autismspeaks.org/sites/default/files/sctk_educat
slogan, writing poem, creating a poster, show it in the song. ing_students_with_autism.pdf
4567 Main Street
https://autismsciencefoundation.org/what-is-
autism/https://www.autismspeaks.org/blog/2015/03/09/12-
things-i%E2%80%99d-teachers-understand-about-
FACTORS TO CONSIDER IN autismhttps://theconversation.com/supporting-students-with-
DIFFERENTIATION autism-in-the-classroom-what-teachers-need-to-know-
64814http://www.readingrockets.org/article/what-
*Readiness differentiated-
*Learning Styles instructionhttp://caring4ourkids.com/important-classroom-
*Multiple Intelligences accommodations-for-autistic-children/

What is Autism?
The Autism Spectrum Disorder (ASD), commonly
known as autism is a disability in development
that affects how a person communicates and
relates to people around them.
- www.simplestepsautism.com/About-What-is-
Autism/
THE STUDENT WITH AUTISM
h promotes an education in the least restrictive
1. A student with autism may have conditions
that characterized by challenges with social
skills, repetitive behaviors, speech and
nonverbal communication, as well as by
unique strengths and differences.
2. A student with autism can get stuck on
one subject. They get attached to a specific
object or talk about the same subject .
3. A student with autism may have sensory
issues that distracts him/her to stay on task.
Sounds that are barely noticeable keep him/her
from learning. Textures and smell may aggravate
him/her too.
4. A student with autism may show
interfering/ inappropriate behavior that
disrupts a student’s learning and social
interaction.
5. A student with autism may show insistence
on sameness and resistance to change.
Interfering
Rights of the Students Behavior/Inappropriate
with Autism Behavior
COMMON INAPPROPRIATE
BEHAVIOR AMONGST STUDENTS
• A Child’s Right to Public Education
The Individuals with Disabilities Education Act WITH AUTISM
(IDEA) enacted in 1975, revised in 2004.The
law mandates that the state provide an eligible Interfering Behaviors commonly seen in Autism
include, but are not limited to:
child with a free appropriate public education
 A tantrum that appears uncontrollable
that meets his unique individual needs. IDEA
 Refusal to cooperate to perform a task (eat,
specifies that children with various disabilities,
get dressed, play a game, do homework)
including autism, be entitled to early intervention  Running from the authority figure at home, in
services and special education. The IDEA public, at school
legislation has established an important team  Hiding under the table
approach and a role for parents as equal partners  Eating non-edible items such as paper,
in the planning for an individual child, and erasers, soap
 Making loud noises when quiet is expected
environment.
What Causes Interfering
*Free Appropriate Public Education (FAPE)
IDEA provides for a “free appropriate public Behavior in Autism?
education” for all children with disabilities. Deficiencies in verbal and written
Each child is entitled to an education that is communication skills, deficits in interpersonal
tailored to his special needs and a placement interaction, sensory sensitivity, and difficulties
with higher-level thinking and judgment are
that will allow him to make reasonable
educational progress, at no cost to his family factors that causes inappropriate behavior.
* Least Restrictive Environment (LRE) IDEA In autism research, a variety of Applied
provides that students with disabilities are Behavior Analytic (ABA) methods have
entitled to experience the “least restrictive been shown to be effective for managing
environment.” School districts are required to inappropriate behavior.
educate students with disabilities in regular
classrooms with non-disabled peers, in the An Applied behavior Analyst assists can
school they would attend if not disabled, to the
give direct and indirect support in
maximum extent appropriate, supported with
the aids and services required to make this classrooms.
possible. This does not mean that every
student has to be in a general education
classroom