`Summary Statement/Competing Behaviour Pathways Diagram He completes his book work independently. Praise for completing his work.

. He gets a preferred activity. Maintaining Consequence -escapes the task at the moment -adults withdraw and reduce their demands on the child at that moment

Desired Behaviour -academic delays -change in medication (usually every 2 months) -support staff (who are tired, stressed, near burnout) Setting Event(s) -request/demand to complete difficult academic work at a desk (book work) -non-compliance -wanders around room -makes loud noises -bangs on chin with hand

Antecedent Trigger(s)

Problem Behaviour Teach him to ask for a break or ask for help.

Maintaining Consequence

Alternative Replacement Behaviour A. Positive Behaviour Support Plan Strategies that Make Problem Behaviours Irrelevant, Ineffective, and Inefficient Setting Event Strategies Go for a walk around the school before book work for ten minutes when his medication has changed or he seems agitated (keep contact with mother to ensure that the school knows when his medication has changed). Have GS work with the teacher as much as possible (as opposed to support staff) Adapt curriculum to his ability level. Preventative Strategies Use interspersed requests (behavioural momentum) so he can do easy tasks before harder tasks. Use a visual schedule so he sees a preferred activity coming up after he completes his work. Use contingency maps to show GS what the positive outcomes will be of him using the above 3 strategies. Provide opportunities for choice . Use a visual timer to show GS how long he must work on his task for. Frequently remind GS that he will earn a smiley faces if he completes his work and earn free time at the end of the day. Teaching Strategies Teach him to say, I need a break, please when he is feeling overwhelmed. Teach him to say, I need help, please when he needs help. Teach him a relaxation routine of breathing techniques that he can use independently in situations that may cause him anxiety. Teach him to self monitor during book work time. Consequence Strategies For desired behaviour: he gets computer time and is praised for completing his work independently For alternative behaviour: he gets a break immediately when he asks for it (but he must return to the task), gets help immediately when he asks for it and gets verbal praise for asking If minor PB, remind him of expected behaviour and give him 10 seconds to respond, otherwise he loses a smiley face If major PB, send to a quiet area to calm down, he completes task at break/lunch time

Positive Behaviour Support Plan for GS March 2011 Introduction GS is a 17 year old boy with autism in grade 12 at *** Secondary. He is enrolled in the Life Skills class, which consist of 13 other students. There is one teacher for the class and four support staff, two of which are assigned to two students as their one to one. GSs academic program is mostly modified to a level where he can stay successful. GS works best when there is a staff nearby. GS typically eats his lunch in the class rather than going to the cafeteria with the rest of his peers. He rarely initiates conversation or interactive play with his peers at school. GS is much more likely to seek out an adult if he needs something or wants to ask a question. GSs family lives in Westside Vancouver and regularly attends church together. GS has an older brother. Both parents work full time and share parenting responsibilities for their children. The familys weekly schedule is fairly repetitive and routine. This fits well with GSs personality as he prefers high predictability in his day and shows more independence when familiar with a routine. GS enjoys a wide variety of activities at home and in the community, including swimming at the local community pool, listening to music, playing on the computer, and watching television. GS has an excellent memory for details and events that he finds interesting. GS also is determined to do things thoroughly and correctly. GS has a healthy appetite and enjoys many foods including: cake, chips, French fries, cookies, and chocolate. Typically it is foods of a crunchy texture that GS prefers. Rationale for support plan This plan was developed because GS displays problem behaviours both at home and in school, especially during book work time. The plan is based on a comprehensive functional assessment and was developed in collaboration with GSs class teacher, parents, support staff, and educational colleague. The plan includes a summary of the functional assessment and a description of a multi-component positive behaviour support plan. Functional Assessment Summary Behaviours of concern: Unresponsive (does not respond to questions or directions), noncompliance/defiance (says, No), wanders around the room (pacing or walking), makes loud noises (screeching, hissing), and self-injury (bangs his chin with his hands). These behaviours can last 2 to 5 seconds or 2 to 5 minutes depending on the specific behaviour. Function of problem behaviour: GSs problem behaviours serve one main function or purpose. GS engages in problem behaviour to avoid or escape demands or requests of difficult tasks.

Person/ecology/lifestyle factors: Several person-specific, ecological or lifestyle factors set the stage for problem behaviours in which GS wants to avoid or escape demands or requests of difficult tasks. 1. Developmental disability: GSs disability is a pervasive factor that sets the stage for many escape-motivated problem behaviours. Due to his disability, he has delays in intellectual development, poor verbal memory skills, difficulty in paying attention, difficulty in perspective taking, and reading social situations. Each of these skill deficits makes learning and doing new things challenging for GS. 2. Medication change: GS is currently taking medication to help him focus. However, the medication and dosage are constantly changing every 2-3 months. With each medication change there are side effects, such as constant ticks, unable to sit and focus for more than a minute, and a need to pick at things (i.e., lips, shoes, fingers, and walls). As a result of the side effects, GS is unable follow instructions and meet the daily demands of the classroom. 3. Unsupportive environments: GS does not do well in environments that: (a) lack structure and predictability, (b) offer little to no choice, or (c) are loud and/or crowded. In these contexts, GS is more likely to engage in escape-motivated problem behaviours. 4. Context in which an adult is unavailable: GS works best when there is an adult present to maintain his focus, explain the work, and help him when he comes across challenging problems. In the absence of an adult or when one is not immediately available, GS tends to lose focus and carry out problem behaviour. Triggers: There are several observable events in GSs immediate environment that often trigger problem behaviour. These are listed below by function of problem behaviour. 1. Triggers for escape-motivated problem behaviour include: (a) demands, (b) difficult tasks or activities, (c) major changes in his schedule, and (d) transitions between tasks or activities. Positive Behaviour Support Plan Ecological/lifestyle (Setting Event) Strategies
1. Go for a walk. When GS is seems agitated or he has just had a change in his medication,

his teacher or a support staff member should take him for a ten minute walk around the school prior to starting Book Work time. Try to walk outside if the weather is nice. This walk will help to regulate GS so that he is in a better frame of mind to begin book work.

2. Schedule Book Work time with teacher. Attempt to have GS work with his teacher

during Book Work time as much as possible as he is more cooperative with his teacher than with the support staff. Have a photograph of the teacher/staff member that he will be

working with in his visual schedule. Have a social story to read about the change in staff member so that the support staff can read it to him when they are working with him prior to beginning book work.

3. Adapt curriculum/tasks. The teacher will adapt academic tasks to GSs ability level in all

subject areas. Adaptations will include fewer questions/tasks, more simple text/subject content, offering different ways of completing tasks (e.g., orally, on computer), reduced time allotments and use of manipulative/calculator. Preventative Strategies
1. Use interspersed requests. Have GS complete easier tasks before more difficult tasks.

Structure tasks so that GS does 2-3 easy questions before one difficult question.

2. Use a visual schedule. The use of a visual schedule will prepare GS for the day by

showing him a visual layout of the day and if he completes his bookwork he will get a choice of his preferred activity.

3. Use contingency maps. Draw out a contingency map illustrating the outcomes that will

occur when GS demonstrates both positive and negative behaviours.

If I finish my work--------Then Ill get something fun If I ask for a break or help when I feel upset ---------Then Ill get a break or help If I dont finish my work and act bad ----------- Then I wont get something fun.

Teachers and support staff will review this contingency map prior to starting Book Work time to remind GS of the appropriate behaviors.

4. Provide opportunities for choice. Providing choice helps to increase motivation. Allow

GS to make some choices during Book Work time. Choices may include how he completes the task (e.g., written, orally, on the computer), the order in which he completes the tasks (e.g., Math before English), where he will complete the task (e.g., which table/desk in the classroom), with whom he will complete the task with (e.g., teacher or support staff), and what his preferred activity will be for after he completes his tasks (e.g., computer, card game).

5. Use a visual timer. A visual timer clearly shows how much time is left for an activity.

Teacher should set the visual timer to show GS how long he must stay focused on his task for before he gets a preferred activity. Breaks will also be timed.

6. Use the smiley face system. Continue to use the smiley face system that is in place in the

classroom. Remind GS that if he completes his work then he will receive a smiley face. Earning a specific number of smiley faces during the day will entitle GS to free time at the end of the day.

Teaching Strategies
1. Teach verbal language skills. Teach GS to use verbal language to request help or a break.

Teacher and support staff will model the phrases, I need help, please, and I need a break, please. Teachers and support staff will prompt GS to use these phrases when they see that he is getting agitated (i.e., before he engages in problem behavior). GS will receive either a break or help immediately contingent upon him requesting using the above phrases.

2. Teach self-monitoring strategies. A check box system is used along with the visual timer

to monitor on task behavior during book work time. Initially, a teacher will model how to set the timer and apply the check boxes (i.e., one tick every 2 minutes to start gradually increasing over time). Teach and model what on task behavior would look like (i.e., sitting in the chair, holding a pencil, eyes on work, attempting the work).

3. Teach relaxation breathing. Teach GS deep breathing techniques that he can do

independently when he recognizes that he is beginning to feel agitated or unregulated. Teacher will model breathing for GS and engage him in practicing when he is feeling calm. Breathing will be done like this: breathe in for 5 seconds, hold breath for 2 seconds, and breathe out for 5 seconds. Continue breathing like this until a state of calm is achieved.

Effective Consequences
1. Give preferred activity. Contingent upon GS completing his work independently during

Book Work time, allow GS to engage in his chosen preferred activity. Verbally praise GS for displaying desirable behavior and clearly state that he is getting his preferred activity because he did exactly what you expect of him during Book Work time.

2. Give help or a break. To reinforce this behavior, give GS help or a break immediately

contingent upon him verbally asking using the taught phrases, I need help, please, or I need a break, please. Try to not give GS help or a break if he has not asked for it.

3. Prompt verbal requests. If minor problem behavior begins to appear (e.g. non-

compliance, walking around the room), prompt GS to use his words to ask for help or ask for a break by saying, What do you need? Give him ten seconds to respond. If he responds with an appropriate request for a break or help, honor his request immediately. If he does not respond appropriately, remove a smiley face from his chart. Ask him again, What do you need? If he responds appropriately, honor his request immediately and give him back his smiley face. If he does not respond, see #4.

4. Send to calm down area. If GS is non-compliant, walking around the room, making loud

noises and engaging in self-injury (e.g., banging his hand against his chin), physically direct him to the calm down area in the classroom. Set the visual timer for ten minutes and tell him that he must stay there until the timer runs out. Prompt him to use the relaxation breathing technique to help calm himself down. Once calm, he must return to complete the task. Unfinished tasks will be completed during recess break or lunch time.

Implementation Checklist Bookwork Routine GS March 2011 Date: _____________________ Behaviour Support Plan Strategies 1. Take GS for a 10 minute walk when his medication has changed or he seems agitated. 2. Have GS work with the teacher as much as possible. 3. Adapt curriculum to his ability level. 4. Use interspersed requests (easy tasks before hard tasks). 5. Use a visual schedule. 6. Provide opportunities for choice. 7. Use a visual timer to self monitor. 8. Use the smiley face reward system. 9. Teach him to ask for a break (i.e., I need a break, please.) 10. Teach him to ask for help (i.e., I need help, please.) 11. Teach him relaxation or breathing techniques in situation where he feels anxious. 12. Use contingency maps to show GS what the positive outcomes of appropriate behaviour will be. 13. Allow him a preferred activity contingent upon him independently completing his work. 14. Giving GS a break or help immediately contingent upon him asking for it. 15. If GS engages in minor problem behaviour, remind him of expected behaviour and give him 10 seconds to respond, otherwise he loses a smiley face. 16. If GS engages in major problem behaviour, send him to a quiet area to calm down, he has to complete his work at break/lunch. Level of Problem Behaviour 1. Unresponsive 2. Non-compliance/defiance 3. Wanders around the room 4. Makes loud noises 5. Self-injury (banging on chin) Never Never Never Never Never Rarely Rarely Rarely Rarely Rarely Sometimes Sometimes Sometimes Sometimes Sometimes Often Often Often Often Often All the time All the time All the time All the time All the time Completed by:______________________________ Not in Place 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Fully in Place 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

Evaluation of Social Validity Disagree 1. The goals of the behaviour support plan are acceptable to the 1 2 team. 2. The behaviour support strategies are effective. 1 2 3. The behaviour support strategies are a good fit within the 1 2 classroom/at home. 4. The strategies are easy to implement. 1 2 5. The outcomes of the plans use are positive for GS. 1 2 6. GS has demonstrated success during bookwork. 1 2 3 3 3 3 3 3 Agree 4 5 4 4 4 4 4 5 5 5 5 5

Implementation Support Plan GS March 2011 Introduction and Rationale GSs educational support team has developed this PBS plan to help GS successfully complete his academic tasks during Book Work time both in the classroom and at home. Our functional assessment determined that GS engages in problem behaviours during Book Work time to escape from difficult work. The strategies included in this plan address his desire to escape and teach him how to appropriately behave during Book Work. Our functional assessment also indicated that his medication changes, staff preferences and weak academic skills (Setting Events), as well as the request/demand to complete difficult academic tasks (Antecedent trigger), directly affect his ability to independently complete his assigned tasks without incidents. Each of these factors has been addressed in this support plan. Parents and staff members require training on how to implement the components in this support plan to ensure that it is implemented accurately. Proper implementation of this plan should result in a much more successful Book Work time. This Implementation Plan outlines how both parents and staff members will be trained in how to implement this plan, as well as identifies the roles and responsibilities of each team member. A timeline is provided to ensure that the components of this plan are implemented in a timely fashion. Support Activities 1. Support and train staff members Weekly 1:1 meetings between class teacher and support staff. Meet as a whole staff team on Professional development days. Search out additional workshops on behaviour management for support staff to attend. Class teacher will provide modeling of the strategies in the support plan. 2. Purchase and prepare visual supports Create a visual schedule using the appropriate PCS. Purchase a visual timer. Create a smiley face reward chart. Create a contingency map showing the outcomes of both positive and negative behaviour. 3. Support and train family members on the strategies being implemented at school so that they can be carried out at home. Have parents come into the class to observe how strategies are being implemented. Create visual supports to be used at home. Assist mom with purchasing a visual timer. Establish weekly communication between home and school.

Roles and Responsibilities Plan Implementation: a. Home: Parents Parents- maintain ongoing communication with school. b. School: Class teacher and support staff Class teacher- help with coordination and scheduling of meetings and training activities, adapt curriculum to meet GSs ability level, provide training and support to parents and support staff. Support staff- prepare visual supports and ensure ongoing communication with teacher and parents. *** Everyone is responsible for completing the implementation checklist once every two weeks to ensure the plan is being implemented properly and is showing to be effective.

Timeline Activity Continue to ensure the successful implementation of Book Work routine Team meetings and staff support Goals 1. Provide materials needed to implement the behaviour support plan Tasks 1. Make visual supports. 2. Purchase visual timer. Who Support staff Support staff When Beginning of April 2011 Beginning of April 2011

1. Provide training 1. Schedule weekly and monthly necessary to develop meetings. and implement support plan. 2. Search out professional development opportunities. 2. Establish ongoing communication 3. Model and train staff how to between staff use the intervention procedures. members. 1. Train parents to implement the support plan strategies to ensure consistency between home and school. 1. Invite parents in to observe plan implementation at school. 2. Provide parents with visual supports. 3. Ensure ongoing communication between home and school (email, agenda, phone calls).

Teacher Teacher

Initiated: April 2011 Completion: June 2011 (upon GSs graduation) April 2011

Teacher

Initiated: April 2011 Completion: June 2011 (upon GSs graduation) Initiated: April 2011 Completion: June 2011 (upon GSs graduation) April 2011

Family Support

Teacher Support Staff

Teacher and support Staff

Initiated: April 2011 Completion: June 2011 (upon GSs graduation)