Beyond the Sticker Chart: Smarter Autism Strategies for Behavior
Autism Strategies for Behavior: What Works and What Matters
When people hear the term “behavior strategy,” they might picture sticker charts or time-outs. But true support is much more than that, it’s about understanding why a behavior happens and how to help the person behind it.
In autism therapy, a good strategy doesn’t try to “fix” someone. Instead, it gives them tools to feel safe, communicate clearly, and be supported in their environment. Let’s break down what autism strategies for behavior really are, bust a few myths, and share practical approaches that actually work.
1. What Are Autism Strategies for Behavior?
Autism strategies for behavior are structured plans that help individuals learn new skills and reduce behaviors that might cause challenges at school, at home, or in the community. The most important part is figuring out why a behavior happens, not just trying to stop it.
For example, a child who yells might be trying to ask for help. A teen who walks away might be feeling overwhelmed. These are messages, not misbehavior.
In ABA (Applied Behavior Analysis), therapists examine what happens before, during, and after a behavior to understand its function; the reason it happens. From there, they can teach safer, more effective ways to get the same need met.
Expert insight:
Research by Hanley et al. (2014) shows that behavior strategies work best when they teach new skills in a way that feels safe, fun, and respectful, not just when they try to stop unwanted behavior.
Strategy 1: Teach the Ask Before the Outburst
Sometimes the best strategy is giving someone a way to ask for what they need before they feel like yelling, kicking, or pulling the fire alarm (yes, that happened).
Let’s say Jason, a 9-year-old, keeps throwing his pencil across the room during math. At first, it looks like he’s just being “bad.” But when we look closer, we realize he’s trying to escape the worksheet that’s too hard.
Instead of: “Jason, stop throwing things!”
Try: Teaching Jason to hand you a “Break, please” card or raise his hand and say, “I need help.”
One therapist called it “prepping the escape hatch before the volcano erupts.” It works and no pencils need to suffer.
Takeaway: Give kids simple tools to communicate before the behavior starts. It’s easier to say “I’m stuck” than to get in trouble for a flying pencil.
2. Myths About Autism Strategies for Behavior
❌ Myth #1: “It’s just about rewards and punishments.”
✔️ Truth: Good behavior strategies focus on what causes the behavior and how to help, not just on consequences.
❌ Myth #2: “Just ignore the behavior and it will stop.”
✔️ Truth: Ignoring a behavior without understanding the person’s needs can make things worse.
❌ Myth #3: “All challenging behavior needs to be stopped.”
✔️ Truth: Not always. Some behaviors like stimming or pacing help people calm down. These don’t need to be “fixed.”
❌ Myth #4: “ABA is only about making kids follow directions.”
✔️ Truth: Modern ABA focuses on respect, consent, and teaching real-life skills not just compliance.
Strategy 2: Don’t Just “Ignore” — Investigate
Let’s bust Myth #2 with a story.
Six-year-old Mia keeps shouting “Banana!” in the middle of class. Her teacher was told to ignore the behavior, so she tries. But now Mia’s yelling louder… and now her classmates are joining in. Soon, it’s not math time, t’s banana chaos.
Turns out, Mia was trying to get a break from noisy group work. The banana word? It was her clever way of taking control when she felt overwhelmed.
Instead of ignoring her, the teacher added a quiet signal Mia could use tapping her desk twice. It worked. The bananas disappeared. Peace (and math) returned.
Takeaway: Don’t assume ignoring will solve the problem. If a behavior keeps happening, it’s probably serving a purpose. Find the why, then teach a better how.
3. What Does a Respectful Behavior Strategy Look Like?
Many parents today want help that supports their child without changing who they are. That’s what a neurodiversity-affirming approach to autism strategies for behavior does.
Here’s what to look for:
Choice and consent: Kids should have a say in what they do.
Skill-building: Strategies should teach new ways to ask for help, take breaks, or cope with frustration.
Support the environment: Sometimes the problem is not the child, but the surroundings (too noisy, too busy, too many demands).
Include the child and family: Plans should reflect what matters to you, not just the therapist.
Helpful resources:
- Ne’eman, A. (2021). Neurodiversity and early intervention. Autistic Self Advocacy Network.
- Leaf, J. B. (2022). Compassionate ABA. Shawnee Scientific Press.
- O’Neill, R. E., et al. (2015). Functional assessment and program development. Cengage Learning.
Strategy 3: Change the Scene, Not the Child
Meet Sam. Sam was having meltdowns every afternoon during his group art class. The teacher thought he needed more coping skills. The therapist suggested teaching breathing techniques. But when they finally asked Sam, he said the problem was the scratchy apron and the blinking overhead lights.
Solution? A soft apron from home and turning off one row of lights. Boom, meltdown gone. No coping strategies needed.
Sometimes behavior support works best when we stop asking “What’s wrong with the child?” and start asking “What can we adjust around them?”
Takeaway: Behavior often improves when we fix the environment, not the person. Sometimes a $6 apron beats six weeks of behavior charts.