Positive Behavior Support Plan
(example for middle-school age Asperger's or ASD child)
Name: ___________
IEP/ “504”: date:
Behavior
impacting learning is:
awkward social situations, fear avoidance, obsessive/repetitive thoughts,
self-stimulating behavior, no internal regulatory “sensors” to move forward
while experiencing tasks too demanding or difficult, excessive
“doodling/drawing” whenever a verbal-teaching opportunity takes place,
possible abusive verbal outbursts
It
impedes learning because: is unavailable for learning while experiencing the above
behaviors, and the teacher is distracted along with the other students
Estimate
of current severity of behavior problem:
mild to moderate
Current
frequency/intensity/duration of behavior: daily self-stimulatory behaviors, frequent
doodling/drawing, outbursts- 1-2 /month for extended periods of time if it
becomes a “power-struggle”
Current
predictors for behavior:
unexpected change in routine, projects that demand motor-planning or are
not immediately understood, too much sensory stimulation at the same time,
teacher demands to repeat a task, illness of self or others, unstructured
activity, teasing by peers
What
should student do instead of this behavior: express verbally to an adult if he does not
understand a task, feels anxious, angry, or overstimulated, learn to develop
self regulatory relaxation techniques
What
supports the student using the problem behavior: misunderstanding and misinterpretation by adults of
his communicative intent
Behavioral
Goals/ Objectives related to this plan:
development of age appropriate coping and social skills, anger management and
self-regulatory skills, and developing appropriate verbal communication
To
achieve this outcome, both teaching of new alternative behavior &
reinforcement is needed.......yes
To
achieve this outcome, reinforcement of alternative behavior alone is
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: intervention with positive replacement behaviors, anticipating and
preventing the antecedents causing behavior, ignoring inappropriate behavior
whenever possible but immediately
rewarding all appropriate behavior, intervention assistance with difficult
social interaction and role playing By: aide, teacher, speech and language therapist, and DIS
counselor, parents Frequency:
all the time until a new desired behavior is well established
Environmental
structure and supports, time/space/materials/interactions: a designated
“safe place” for establishment of self regulatory coping mechanisms,
acknowledgement by adults to allow ____ his “space” and time to
“regroup”, seating close to teacher, but allowing space to
“spread-out”in order to avoid confrontation with fellow students, adult
support is needed during any group/social interaction or activity by engaging in
role playing and social skills training or stories, or to keep him on task with
the activity at hand
By: aide, teacher, speech and
language therapist, and DIS counselor, Who monitors? Inclusion
specialist
Reinforcers/
rewards:
a reward system, with a foundation based on a motivator,(NINTENDO), to be
developed by parents, inclusion specialist and teachers, aversive,
negative disciplinary techniques will only exacerbate undesired behaviors ,
upon resistance to a task, allow ______ to “regroup” and then
readjust the task with flexibility in achieving a goal of completion
immediately rewarding any compliance to finish the task By:
aide, teacher, speech and language therapist, and DIS counselor, parents Frequency all
the time until a new desired behavior is well established
Reactive
strategy to employ if behavior occurs again: avoid power struggles, allow ______ to regroup in
his “safe-place”, validate his feelings and encourage him to express
verbally his frustration, anger, and anxiety etc.
By:
aide, teacher, speech and language therapist, parents
Monitoring
results and communication: options:
daily, weekly reports,
in “Weekly Planner”by teachers, reward system will be “tracked”
in writing by teachers and given to inclusion specialist bi-weekly- the
inclusion specialist will meet with teachers, aide,
speech therapist, and DIS counselor bi-weekly
or more often as needed until the team has established that _______ is
adequately supported and developing the desired appropriate behaviors and moving
in a “parallel” academic direction with his non-disabled peers.
(Working document for in-services on
behavior, Diana Browning Wright, So. Cal. Diagnostic Center, CA. Dept.
of Education)
|