OVERVIEW

Student Name:
Parent Information:
Mode of
Communication:

Student

DOB:

Vocally verbal

MEDICAL CONSIDERATIONS
Allergies:
Other:

Seasonal
Engages in pica and should be monitored at all times, especially when in the bathroom (has a history of ingesting
shaving cream, tooth paste, and his own feces)

SAFETY CONSIDERATIONS
Behavioral:
Other:

History of severe aggressive behavior (e.g., hair pulling, biting)

Staff are required to wear bandanas/skull caps and hard helmets when working with Student

REINFORCEMENT PROGRAM/LEVELS PROGRAM

Reinforcement
Program

Work Interval

Trade-in Interval

45 minutes of work

15 minutes of preferred leisure activity

(e.g., iPad, computer, writing lists)
Trade-in duration contingent on absence of problem behavior
(**Student does not need to complete a given amount
of work to access trade-in**)
Subtract prompted break time from trade-in interval

Teacher directs all activities

Reinforce all break requests

Specifics:
Student can earn a small portion of an
edible for completing approximately 10
correct responses (prompted or
independent) or 1 session of a TA
He can access a larger portion of an edible
for completing non-academic activities
(e.g., gym, swim, CDC)
Note:
If engaging in green time activities (e.g., writing
lists, trading in on the computer) during this
interval, point to his RED CARD and provide him
with a vocal cue (Student its time for work, if
you keep writing lists your green timer will start).
If he continues engaging in the activity, notify
staff and start his green timer.
He can lose up to 10 minutes of green
time; should always have access to at least
5 minutes of green time each hour

Specifics:
Student should select an edible reinforcer to earn for
successfully terminating green time
During this interval, remind Student of the amount of
time he has remaining at the 5 minute and 2 minute
mark
Can request an additional minute when his timer
sounds
Student is only allowed to keep one list at a time (this
includes printed or hand written lists) which should be
stored with his iPad
o He is not allowed to add pages or staple pages
to this list during subsequent green intervals

Note:
If Student meets prompted break, or BLACK criteria during
his trade-in, notify staff and follow procedures as outlined on
subsequent pages.
If Student refuses to terminate green time, notify staff in the
environment, remind him of what he is earning, and provide
him with a 10 second countdown. If he continues to trade-in
following the countdown, start his green timer for the next
Disclaimer: These guidelines are intended for use by New England Center for Children staff who receive training on their
implementation. These are not intended for use by anyone outside of the New England Center for Children.

hour. He does not earn his chosen edible.

Levels Program

Black

Rainbow

20 minutes of work in the absence of problem

behavior
(see detailed description on subsequent pages)

All preferred reinforcers are available

BEHAVIOR MANAGEMENT
Antecedent/
De-escalation
Procedures:

Honor functional communication when possible, provide choices of available alternatives, if not
immediately available explain when it will be available
Note: When Student starts to become agitated, he has a fairly clear change in the intonation of his voice/affect.
Additionally, Students face/ears may become red. If these changes are noticed, be aware of your protective
positioning and remind Student that taking a break is available.

Independent Break Requests

Denied Access Protocol

Disclaimer: These guidelines are intended for use by New England Center for Children staff who receive training on their
implementation. These are not intended for use by anyone outside of the New England Center for Children.

Honor any functional requests for a break. This may

include the following:
Asking to take a minute
Asking for space
Asking for a break
Allow Student access to a break at a table. Ask him if
he would like to read some books or do a puzzle
(these are not mandatory, but available if he would
like). If a room evacuation room is available, this
would be ideal; however, independent breaks can be
run outside of the context of these rooms. He can
also access independent breaks across environments
as well (e.g., CDC, cafeteria, gym, pool).
Specifics:
His green timer does NOT run for independent
breaks
If Student meets prompted break criteria,
notify staff, prompt him to a room evacuation
or timeout room, and follow procedure as
outlined on subsequent pages.
Allowed to access breaks on BLACK
Honor functional requests for closing the door

If Student makes an appropriate request (e.g., for an

edible, teacher attention, repeating phrases (you bet)),
neutrally point to the RED CARD on the front of his binder.
If Student exhibits a second request for the same item
within 60 seconds, cue Student to a room
evacuation/timeout room to run his Problem Solving
Procedure.
Problem Solving Procedure:
Have Student identify the problem
o Uh-oh [the item he requested] isnt
available
Then, have Student choose a solution by providing
him with two alternate choices
o But thats ok, I can choose x or y
instead
Remind Student he is earning edibles for doing
work and green time for keeping safe hands
Student should repeat the entire scenario two
times prior to returning to his scheduled activities
o E.g., Uh-oh, mountain dew is not available,
but thats ok, I can choose pretzels or
skittles instead
*You do not need to wait for two requests within 60
seconds to run his procedure. For instance, if he has
two within 2 minutes, or has one instance but
appears very agitated, you can cue him to a room
and run this procedure*

Teacher Switch Protocol

Student will occasionally ask to work with a new teacher. Provide verbal praise for functional
communication.
Student should only be accessing one new teacher per hour. Additionally, any requests for a specific
teacher should not be honored. If additional requests are made, please notify the shift manager.
If Student drops to BLACK for aggression and you were the target of his aggression, you
should be switched out from working with Student and remain out of his immediate
proximity for the remainder of the day.

EVENING PROGRAMMING
Disclaimer: These guidelines are intended for use by New England Center for Children staff who receive training on their
implementation. These are not intended for use by anyone outside of the New England Center for Children.

Following afternoon transition, Students trade-in duration is dictated by his evening schedules and contingent upon the
completion of each schedule
Specifics:
Student controls his schedules; his schedule should contain three activities and one green time interval that he selects from the back
of his schedule board.
After Student finishes all of his activities for the night, he can access trade-in until meds
If Student does not finish his schedule before meds, he should continue with this following meds until all activities are complete
After meds/his final trade-in, Student can choose to engage in private time (see procedure below) until 10pm, or to complete 45
minutes of work followed by 15 minutes of trade-in

Private Time Protocol

Student may access private time once his evening schedule is complete and he has received meds.
All attempts to engage in private time prior to receiving meds should be redirected (e.g., Not right now, lets do X). If Student continues to
engage, his green timer should be started (see note regarding green time under work interval/reinforcement program section).

Sleep Treatment Protocol

Student has a history of extremely sporadic sleep. Additionally, Student has a history of engaging in student-to-student aggression during
the overnight hours. This sleep treatment was put into place to reduce the number of night wakings and instances of problem behavior
occurring during the overnight hours. Please follow the protocol below and see your Coordinators/Specialist with any concerns.
**Students bedtime is 11:00p; however, if he requests, he may access bed as early as 10:45p**

Pre-bed time (9p-10p)

Bedtime
At 11:00p tell Student its time to go to sleep

Student should be engaged in

independent, non-electronic leisure or
private time in his bedroom. He is not
allowed access to his bed; however,
a bean bag and/or a chair are available
for him to use.
The hour before bed (i.e., 10p):
Create a relaxing environment
conducive to sleep

Dim the lights in Students

room
Lower your voice volume and
level of excitement to a very
sedate level
Allow continuous access to
writing lists and stereotypy until
10:30p
From 10:30-11p, try for
relaxing activities (e.g.,

Have Student get into his bed

Make sure his sound machine is on, lights are off, and
the door is cracked open
Record latency to sleep onset (i.e., the number of
minutes until Student falls asleep)

Specifics:
If Student does not fall asleep within 15 minutes of getting into
bed, or begins engaging in stereotypy/list writing while in bed:

If engaging in stereotypy/list writing while in bed, remind

Student to keep a quiet voice. If behavior continues
follow steps outlined below:
o Prompt him out of bed and have him sit at a
chair at the desk in his room
o He can engage in stereotypy or writing lists; no
other activities
o After 15 minutes out of bed, offer Student the
choice of staying in the chair with his activities,
or going to bed

Wake-up
6:00a: Wake Student up

Turn off his sleep machine

Get him out of bed
Student can have access to his TV
while sitting in a chair or bean bag
Student can also engage in list
writing, stereotypy, etc. during this
time

7:00a

Prompt Student to start his ADLs and

morning routine
Student can still have access to list
writing, stereotypy, TV, etc.

8:00a

Typical schedule for Student

Student should be eating breakfast
during this hour

*Do not let him stay in bed/fall back

asleep*

Disclaimer: These guidelines are intended for use by New England Center for Children staff who receive training on their
implementation. These are not intended for use by anyone outside of the New England Center for Children.

reading books, puzzles, lacing

board)

Continue with this process until Student falls asleep

within 15 minutes of getting into bed

Behavior

Aggression

Inappropriate
Contact

Head Directed: any actual or attempted aggression to staff or student

directed at the neck or above (e.g., closed fisted hits, bites, slaps, kicks,
bite, hair pulls, head-buts).
Non-Head Directed: any actual or attempted aggression to a staff or
student that is not head-directed (e.g., punching, kicking, throwing objects,
pushing, biting)
Charging: Any instance of Student walking towards a staff at a pace faster
than a walk (may or may not be in an attempt to exit a break area) while
emitting precursor behavior (e.g., yelling) and/or demonstrating a negative
affect.
Any actual or attempted instance of Student making physical contact with
another teacher or student without their permission. Includes sniffing; does
not include functional requests for attention (i.e., tapping teacher).

Major
Environmental
Destruction

Any hitting, kicking, or banging on objects within the environment from a

distance of 6 inches or greater or throwing of materials greater than 1
pound (not directed at someone). Also includes any manipulations of the
environment resulting in damage such as clogging of sinks and/or toilets.
Also, includes touching/pulling the fire alarm.

Minor
Environmental
Destruction

Any ripping or throwing of materials less than 1 pound (not directed at

someone), or hitting, kicking, or banging objects within the environment
from a distance of less than 6 inches. Also includes any writing on objects or
materials not intended to be written on or biting objects resulting in
permanent damage.

Self-Injurious
Behavior

Common Topographies
Head Directed: Any instance of Student hitting his head (with an open or
closed fist) from a distance greater than 3 inches, or any instance of Student
pulling his own hair.
Self-Bite: Any instance of Students teeth coming into contact with the
back or side of his hand, knee, or any other part of his body.
Skin Manipulation: Any instance of Student mouthing, sucking on,
pinching, or otherwise working his skin in such a manner that consistent
engagement results in tissue damage.
*List is not all inclusive*

Consequence
Any instance of aggression, inappropriate
contact, or major environmental destruction

BLACK
20 minutes of work in timeout or room
evacuation room
Work should consist of worksheets from
Students drop binder or activities from the
compliance bin
Honor functional requests for a break

Pause BLACK timer while Student is taking

a break or engaging in any aberrant
behavior.
Calm: Student sitting against the back wall of
the timeout room, or sitting in a chair at a desk,
and not engaging in any aggression,
environmental destruction, or precursor
behavior such as self-injury, yelling, crying,
whining, teasing, or swearing.
Additionally- if Student aggresses, or attempts
to aggress, towards another student- he will be
on a 24-hour electronics restriction.
First instance of Minor Environmental
Destruction, SIB, or Precursor Behavior
PROMPTED BREAK PROCEDURE
2 minutes with last 30 seconds calm (see
definition above); conducted at a desk in a
room evacuation room or in a timeout room.

Provide Student with his break card

Start his green timer

o He can lose up to 10 minutes of
green time; should always have
access to at least 5 minutes of
green time each hour

Ask Student if he would like the door

open or closed and honor his request

Disclaimer: These guidelines are intended for use by New England Center for Children staff who receive training on their
implementation. These are not intended for use by anyone outside of the New England Center for Children.

Precursor Behavior

Stereotypy

The first instance of any form of self injury, bolting paired with a negative
affect, and/or 15 consecutive seconds of yelling, crying, or whining which
may or may not include repeating the same phrase with a negative affect
directed at someone. Example: Student yells at his teacher listening to
teachers! or no break! repeatedly for 15 seconds.
Motor: Any instance of Student engaging in non-contextual motor
movement involving swift motions of his head, arms, and/or legs, head
rocking, body swaying, and limb swaying. Movements must involve a body
part moving a distance greater than 6 inches or with enough force that
items may be displaced within the environment.
Vocal: Any instance of non-contextual, non-functional vocalizations not
directed at a person above conversational level; does not include functional
requests for items/activities.

Second instance of Minor Environmental

Destruction or SIB within 60 seconds following
a warning cue

Redirect Student back to the current task and

model ready position
(i.e., hands folded on the table in front of you).

COMMUNITY/VAN TRANSITIONS/POOL
Enter Criteria: Must be on Rainbow Level for 1 hour; 30 minutes free of a prompted break; 5 minutes
free of an independent break
Exit Criteria: First instance of aggression, environmental destruction, SIB, and precursor behavior
lasting longer than 15 seconds
If Student meets criteria to exit the community: Do no provide him with feedback in the
community
Make up a reason or why they need to leave (e.g., Oh no, I forgot the money at New Castle, lets
run back and grab it quickly)
Once back at the school/residence, prompt Student to a timeout room and run his denied access
procedure as outlined on previous pages
Community/Pool:
Community Specifics:
Student should select a larger edible reinforcer to earn for following his rules in the community
(e.g., soft pretzel, slice of pizza, ice cream). If Student completes a community outing without
meeting level drop criteria, prompted break criteria, or a 2 nd instance of loud vocalizations
following a warning, he should be given access to his previously chosen reinforcer in addition to
free green time.
Pool Specifics:
If Student meets level drop/prompted break criteria while at the pool, you should utilize the
timeout room on the pool deck until additional staff arrive

Disclaimer: These guidelines are intended for use by New England Center for Children staff who receive training on their
implementation. These are not intended for use by anyone outside of the New England Center for Children.

Student is not approved to sit in the front seat. He should have non-contingent access to his iPod in the
van. If his iPod isnt available (i.e., missing, not charged), Student can have his iPad on guided access to
music, or can choose to listen to the radio.

Transition
Procedure

Prior to transitioning, remind him that he is on red for the duration of the van ride, and that teacher
attention is not available. Remind Student he is earning his home schedule and a treat from the vending
machine for following his rules in the van. Home schedule and vending machine are contingent on the
absence of aggression during transition. If Student engages any other aberrant behavior (e.g., EDs,
SIB, yelling) he can be placed on a prompted break once he arrives at the designated location;
however, once the break is complete he should still be granted access to his home schedule and
vending machine.
*Student does not earn his transition trade-in (i.e., home schedule and vending) and green
time*

MEALS/NUTRITION
Meal skills: Eats with a knife and fork, may need prompts to wipe his face/slow down, use socially appropriate manners.
Additionally, Student should be eating a balanced meal (i.e., protein, starch, vegetable/fruit). Can access dessert/seconds for
eating appropriately and having a conversation following his meal.

Disclaimer: These guidelines are intended for use by New England Center for Children staff who receive training on their
implementation. These are not intended for use by anyone outside of the New England Center for Children.