Book Review: The Behavior Code

The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students by Jessica Minahan and Nancy Rappaport gives a new twist to dealing with hard-to-crack students in an easy format to understand. When I was first given book to review I knew I would find it interesting, but I did not think it would be so important to my future. The authors covered uncomfortable topics in the classroom discussing ways to deal with inappropriate sexual behavior in the classroom. Along with inappropriate subjects they also cover topics such as anxiety, oppositional behavior, withdrawn behavior, and sexualized behavior.  

Instead of solely focusing on how to deal with inappropriate behavior, The Behavior Code focuses on tracking that behavior, finding out what triggers the behavior, and how to prevent those behaviors. Throughout the book the authors elaborate on how to use the FAIR Plan: Functional Hypothesis of Behavior and Antecedent Analysis, Accommodations, Interaction Strategies, and Response Strategies. The ultimate goal of the FAIR Plan being to change inappropriate behavior to appropriate behavior for the long term. The FAIR Plan is arguably the purpose of the book as it is brought up in five out of seven chapters of the book. The plan is applicable to all behaviors spoken about within the book and focuses on reinforcing desired behaviors while deterring unwanted behavior. 

Personally, I believe this book is a vital step in managing students in classroom settings rather than figuring it out for yourself. As an elementary education major The Behavior Code has been extremely useful in giving me ideas for my own future classroom and future students. Although it has been targeted towards children with disabilities for me, it is applicable to any and all students from different backgrounds and capabilities. The Behavior Code is for parents and educators willing to put the time and effort into understanding and helping kids in the long-run.  

Reviewed by USF Student, Kayla C.

This book is available through our E-library along with an array of books covering numerous topics in the area of autism, as well as, books authored by individuals on the spectrum. Our digital library is available to registered professionals and families across our 14 counties.

A Note to High School Teachers about Autism

It’s no big secret that high school can be a challenge for anyone, not just those on the spectrum, but for many of them, the struggle is greater than any other. They’re still growing up, many have yet to learn any true applicable life skills, and classes can be a challenge if the teacher is incapable of keeping the pace of their lessons at an acceptable level for all of their students. Many go through that phase where everything their parents say is wrong and they’re always right (don’t worry we all do it). These are just some of the many issues which can make high school so difficult. I know for me personally, high school had its ups sure, but on the whole I barely made it through at times, often only passing due to the intervention of my mom or dad chatting with my teachers and getting me back on the right track. Here, I want to discuss some issues facing students with autism in high school, and perhaps some solutions that can help resolve the main issues.

Nowadays, students with ASD participating in general education classrooms is trending. Many are beginning to feel that just because a kid has autism, doesn’t mean they can’t or shouldn’t receive the same knowledge as everyone else. For those who may not be “in-the-know” about what autism is, some of the most common characteristics are difficulty in social situations, an inability to spot sarcasm or tone of voice, repetitious actions, and a general aversion to change. According to Veronica Fleury of UNC’s Center on Secondary Education for Students with Autism Spectrum Disorders, “Many educators find that they’re not prepared to adapt their instruction methods to meet both state standards and the diverse needs of students with autism.” In a similar study, it was noted that students on the spectrum had a disproportionately high participation in the STEM fields compared to the general populace, regardless of gender or income. If that’s really the case, then it’s apparent that high schools need to prepare these students with the necessary skills for achieving their goals, as STEM fields are some of the most difficult to succeed in.

Another thing to keep in mind, especially if you are a teacher, is that a lot of individuals on the spectrum have unique (or at least different) learning styles. When planning for instruction, keep in mind that for the most part, students with ASD are visual learners, literal learners, and require consistency, according to this resource. For example, out-of-nowhere pop quizzes and numerous hands-on activities aren’t going to be very effective for most, as they’ll quickly lose interest and won’t absorb a single word coming out of your mouth. Be forthcoming and explicit with your expectations, don’t leave anything up for interpretation or else the student may not understand what they’re supposed to do in a given situation.

Additionally, try to keep the student engaged with other members of the classroom. If given the chance, many with autism will clam up and not want to socialize at all. This simply isn’t going to cut it in the real world, so try to prepare them by having them participate in group work. If you follow these tips, dealing with your student should be much easier.

> G. Sosso