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Date Introduced by BLC: ____________

Date Removed by BLC: ______________

Behavior protocol
Childs name: The Child
Function of the behavior :
The data from the functional assessments done from November 25 th -December 4th shows
that the function of the behavior is physical attention and facial expressions, and
manipulating the instructors movements. See index for assessment results.
Description of the function: Physical attention: Historically, The Child was picked up and
talked to in a soothing voice (approximately 30 seconds 2 minutes) when he engaged in
screaming, crying, head-banging behaviours. The Childs head banging behaviours may
sometimes result in squeezing of arms (to pull him to safety. The Child seeks these types
of consequences every 15-30 seconds.
Facial expressions: The data has shown that by the instructors concealing their faces
(eyes and face), The Child has fewer behaviours in both duration and frequency.
Manipulating instructors movements: Instructor moves away or towards The Child, or
instructor leaves the room.
Behaviors to Increase:
Compliance & Requesting: The Child will use appropriate means of communication to make a
request. Large pictures of items and activities have been paired using reinforcement
surveys. They have been reduced to PECS sized photos to be used within that program.
The main goal to accomplish before January is to have The Child using PECS functionally
within all environments and for all types of items and activities.
The team will also be reintroducing a visual first-then contingency to use build complying
to tasks (starting with very simple tasks, and increasing task requirement systematically
to avoid ratio strain (building expectations too quickly).
Behaviors to Decrease (non-aggressive):
Non compliance: Any instance that The Child does not follow an instruction within 3
seconds of the given instruction or stops giving the expected response for more than 3
seconds or more. Non compliance can be a non-response, The Child responding no to the
instruction, The Child engaging in an incorrect response or any other response except the
correct response. We will likely only see this behaviour after commencing the First-Then
procedure.
Screaming: Any instance that The Child emits a screaming sound for 3 seconds or longer.
Crying: Any instance that The Child emits a crying sound for 3 seconds or longer.
Behaviors to Decrease (Aggressive/Dangerous):
Aggressive towards others: Any instance The Child hits/kicks or attempts to hit/kick
another person.

Autism Consultants NB Inc

Programming for The Child. Do not use or distribute without written permission

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Head Banging: Any instance that The Child propels his head swiftly and/or aggressively
into an object or person.
Staff scheduled with The Child:
Monday

Tuesday

Wednesday

Thursday

7:45-8:30

Meaghan T

Meaghan T

Meaghan T

Meaghan T

8:30-9:15

Amanda R

Amanda R

Amanda R

Amanda R

9:15-9:30

Meaghan T

Meaghan T

Meaghan T

Meaghan T

9:30-9:45

Amanda R

Amanda R

Amanda R

Amanda R

9:45-10:00

Meaghan T

Meaghan T

Meaghan T

Meaghan T

10:00-11:00

Amanda R

Amanda R

Amanda R

Amanda R

11:00-11:45

Meaghan T

Meaghan T

Meaghan T

Meaghan T

11:45-12:15

Amanda R

Amanda R

Amanda R

Amanda R

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Proactive Teaching Procedure:

Appropriate behaviors
Green card
Environment should be arranged to promote appropriate behavior. For The Child this includes:
1) Wearing a mask to cover face and eyes between reinforcement.
2) PECS binder will be readily available to catch teaching opportunities.
How do we give The Provides full body squeezes. Start at the top of The Childs head and
Child
enough
of squeeze down the side of his arms, torso, legs, and bottoms of feet.
physical contact so Should last 5 seconds. Mask will remain on unless during reinforcement
that he doesnt seek period.
it
through Provide above reinforcer on a fixed schedule of every 30 seconds.
problematic
behaviours?
How do we teach Provide a visual for him that will be accessible in all locations that he can
The Child to ask for exchange to receive squeezes (as described in above procedure)
what he is seeking so Visual will be in PECS binder, and on wall.
that
he
doesnt
engage in problem
behaviour to get it?

Reactive strategies:
If The Child does this:
Bangs his head against
an object or person

Strikes person

Screams/cries

Strikes own head

Do this:
Ensure your face is covered
Immediately place a helmet on his head (that will stay
on for 4 minutes -- he must also not be engaged in
behaviours before taking off)
Remove access to reinforcers until he is not engaged
in behaviours for second.
Stay where you are (if you can), and if he attempts to
bang his head into a hard surface in the room, use a
mat to block the surface. Try to use minimal
movements.
Ensure your face is covered
Remove access to reinforcers and put them in No
bin for timed period (30 seconds). When timer goes
off, access to reinforcers is regained.
Remain where you are seated/standing.
Ensure your face is covered
Remove access to reinforcers until he is not engaged
in behaviours for second.
Remain where you are seated/standing.
Ensure your face is covered
Immediately place a helmet on his head (that will stay
on for 4 minutes -- he must also not be engaged in
behaviours before taking off)

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Once helmet is on, remain where you are

seated/standing.
Remove access to reinforcers until he is not engaged
in behaviours for second.

Data Collection:
Partial Interval data is being collected each minute for the entirety of the session. Please
leave data in BLCs mailbox every two weeks to be graphed
Procedural Fidelity Check
Procedure fidelity will be evaluated every week for the first 4 weeks and once a month for
the next 3 months.
Graph showing progress since starting procedure (helmet was introduced on December
2, 2013):

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Protocol written by:

________________________________
Meagan Elderkin
Behaviour and Learning Consultant, ACNB
Consent given by:
_______________________________

_______________________________

Parents/Guardians

Date

_______________________________

_______________________________

Parents/Guardians

Date

Staff training:
The procedures and any changes to the procedures will be explained, modeled, and/or
practiced during Friday morning prep time.
Completed on _________________ by ________________
The first session of implementation, the BLC will model and/or provide immediate
feedback to staff.
Completed on _________________ by ________________
Protocol implemented by:
By signing below you indicate that you have read and understand the present procedures
and that you will follow them as written.
___________________

________________

BI

Date

___________________

________________

BI

Date

___________________

________________

BI

Date

___________________

________________

BI

Date

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Procedural Fidelity Check

Proactive strategies:
Appropriate behaviors
Green card
Environment arranged to ensure that
teaching strategies respect the guidelines
for instructional programs.
Provides the correct
reinofcer.
Description of the
reinforcer. ex : talk
to The Child with
Response
related emotion
using
reinforcement:
minimum of 8 words
Follow the correct
reinforcement
schedule for the
target response. ex
FR1, VR3
Provides the correct
reinofcer.
Description of the
reinforcer. ex : talk
to The Child with
emotion
using
minimum of 8 words
Make reinforcement
Appropriate
by
behavior contingency predictable
reinforcing
appropriate behavior
at regular intervals.
Ex when The Child is
waiting his turn, or
must stay on task
for longer period of
time. ex : FI 2, VI5
Teach child how to appropriately
get
(description of the function): ex : touch a
picture, exchange a PECS, put a bloc in a
bucket, make a comment, raise his hand, tap
shoulder, request a break, request
preferred item
See programs attached.
-
Other

Autism Consultants NB Inc

Programming for Child. Do not use or distribute without written permission

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Reactive strategies: (Change to meet reactive strategies)

Inappropriate Behavior
Red card
As soon as The Child or other persons
safety is a concern.
-see behaviors defined above
Follow the protocol for aggressive/
dangerous behaviors that follows.
For all other inappropriate behavior,
immediately stop providing physical and
verbal attention
With a visual, gesture or model what The
Child should do to get the desired
reinforcer
Wait until child returns to his task or
follows the given instruction. Immediately
start providing physical and verbal attention
See description of function of behavior.
Aggressive /dangerous behaviors
As soon as The Child adopts an aggressive
or dangerous behavior described above, The
Child is brought to reinforcement room. An
adult must stay in the room with The Child
at all times.
In the reinforcement room, wait until The
Child is calm for ____ seconds, Give ____
high probably non verbal instructions.
Reinforce The Child if he is following the
instructions. Go back to classroom and join
in routine in progress.
If The Child does not comply with non
verbal instruction within 3 seconds. Wait
_____ seconds and try again.