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Positive
Behavior Support Plan
(Example for high functioning Autism/Asperger's, grade 1-2)
Behavior impacting learning is:
non-compliance, attention seeking, aggression, off-task, awkward social
interactions
It impedes learning because:
when exhibiting these behaviors, is unavailable for learning, disrupts
others, is unable to complete tasks in class
Estimate of current severity of
behavior problem:
moderate to serious
Current frequency/intensity/duration of behavior:
3-4 times/week to multiple times/day; lasts a few seconds for aggression,
a few minutes to a few hours for non-compliance
Current predictors for behaviors:
inability to express himself, sensory challenges, not understanding task
or instruction, challenging task,
uncomfortable emotional state (e.g. anxiety, embarrassment, shame, anger,
frustration), being misunderstood, peer rejection, entering into a new social
situation
What should student do instead of this behavior:
verbally express difficulties and feelings appropriately, complete
activities and assignments with appropriate attempts to seek help when needed,
participate in activity/conversation in context, use socially and situationally
acceptable strategies for calming himself
What supports the student using the problem
behavior:
return of control, escape from demands, attention for inappropriate behaviors,
sensory stimulation (sometimes in the form of confrontation or power struggles)
Behavioral Goals/Objectives related to this plan:
compliance, development of age and context appropriate social skills,
coping skills and self-monitoring, increased tolerance to frustration, sensory
stimulation and challenging assignments, staying on task, development of
positive replacement behaviors
To achieve
this outcome, both teaching of new alternative behavior & reinforcement is
needed.......yes
To achieve
this outcome, reinforcement of alternative behavior alone in
emphasized........................no
To achieve
this outcome, environmental supports are
needed........................................................
yes
Are
curriculum accommodations necessary?............yes
Is there a curriculum accommodation plan?............. to be
developed
Teaching Strategies for new
behavior instruction: discuss rules/consequences in advance
and ensure comprehension, check for understanding of directions/expectations,
validate feelings and offer alternative replacement behaviors in the form of
limited choices, consistent encouragement to express difficulties,
immediately reinforce all
appropriate attempts at communication and other appropriate behaviors, model
appropriate behaviors, role play challenging situations, probe to understand
root causes of problem behaviors, behavioral aide to shadow and fade into
classroom aide whenever possible, proactive and periodic checking for
understanding and issues.......By:
teacher, aide, other specialists, parents
Environmental structure and
supports, time/space/materials/interactions:
set up situations for success, designate a “safe place” to calm down
(not for punishment), avoid confrontation through calmness, choices,
negotiation, anticipate predictors of behavior and avoid or prepare for
intervention, institute sensory diet, reduce visual distractions, implement
Curriculum Modification Plan.......By: teacher,
aide, parents.
Who monitors:
Behavioral Consultant
Reinforcers/rewards:
immediately reward appropriate behaviors; smiles, verbal praise, thumbs
up, pat on the back for sitting quietly, on task; read books, saying “Hi” to
Principal or other special person, giving positive report to Principal, library
time for work completed, checkout library book, borrow a video for a cooperative
day. Standard aversive disciplinary
techniques (e.g. red cards, benching, citations) are ineffective and will not be
used.......By: teacher,
aide, parents.........frequency.........smiles,
thumbs up, etc. every few minutes with gradual reduction according to consistent
change in behaviors; reading books 2-4 times/day; library time/special person
daily .......By:
teacher, aide, parents
Reactive strategy to employ if
behavior occurs again:
Offer “safe place” to calm down, bring work to alternate location,
validate feelings, offer limited choices.......By:
teacher, aide, parents
Monitoring results and
communication:
options: daily reports by
phone, voice mail, or communication buddy book to go to school/come home with
_____. IEP team should meet weekly
for 1st month, then 1-2 times/month for remainder of year after plan
implementation to discuss results of plan, make any necessary changes, and
ensure consistency. Less formal
meetings between parents, teacher, aide, and behavioral consultant for new
information/minor changes should be called when necessary.
(Working document for in-services on
behavior, Diana Browning Wright, So. Cal. Diagnostic Center, CA. Dept.
of Education)
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