Positive Behaviour Plan

EDUC16859/ Autism Spectrum Disorder

Helen Lavado

Nicole Rocha Ferreira

991415289
Date Due: 03/10/16

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Positive Behaviour Plan

Identified Behaviour (define a behaviour of concern
objectively):
Student A screams in protest and shouts No! when told that he
has to put his learning centre activity away (usually play-doh). It often
results in disrupting the rest of his classmates from focusing on their
own work.
What are the probable antecedents to the behaviour
identified?
This behaviour has occurred several times in my period of
supporting Student A in my placement from January 2016 until now
(March 2016). It most often occurs when the teacher, the ECE or
myself approach Student A to tell him that he needs to move to
another learning centre activity or that learning centre time is almost
over so he needs to put his play-doh away. They want him to spend
more time doing other activities than just play-doh.
What are the consequences to the behaviour identified?
Normally when the behaviour occurs and his screaming gets
progressively louder, one of the staff in the room will allow him one or
two more minutes to play with the playdoh or put it away for him and
give him his toy that he brought to school that day.
What is the possible function of the behaviour identified?
What is the rationale for the function you identified?
He also appears to enjoy the sensory feeling the playdoh brings
to him and likes to be doing something with or have something in his
hands at all times. A possible function of this challenging behaviour is
that Student A may not know what activity or task will be happening
next once his favourite thing (play-doh) is taken away. He appears to
be struggling with transitions times in the classroom because once he
does begin a new activity after initial loud protest, he does calm down.
Therefore, it seems that the possible functions for this particular
behaviour could be a tangible as well as sensory one.
What antecedent based strategies would you suggest to
promote positive behaviour in your scenario?
The following are possible antecedent based strategies that could
possibly promote a more positive behaviour with Student A when
transitioning between activities:

Set a timer in a location that he can see and hear it and discuss
with him how long he has before the next activity
Use a first-then visual schedule (i.e., first play-doh then writing
centre) that he can bring with him anywhere in the classroom
Prompt him before time is almost up how much time there is left
and what the next activity is
Offer him a choice between two new activities to start once he is
done with the play-doh
Pair him with a student that he works well with to move from
centre to centre
Teach him appropriate replacement behaviours for when
something is happening in the classroom that he does not like
(i.e., instead of screaming, to ask or sign for more time)

What consequence based strategies would you suggest to

promote positive behaviour in your scenario?
The following are some consequence based strategies that I would
suggest to promote a more positive behaviour from Student A:
Starting a token economy present sticker or other reward to
him when he transitions activities without the challenging
behaviour
Verbally praise him for transitioning quietly and appropriately
(i.e., Thank you for putting away your play-doh so quietly so we
can start the next centre)
Allow him to transition to another sensory based activity