Embed Size (px)
Citation preview
Positive Behaviour Support Manual
2017
19 - 39 Landy Road, Jacana VIC 3047 Phone 9309 6258 Fax 9309 6426 [email protected]
http://www.jacanaschoolforautism.vic.edu.au/
Page | 2
Table of Contents
Behaviour Policy ............................................................................................................................................... 3
School Rules – Expected Behaviours ............................................................................................................ 6
School Wide Positive Behaviour .................................................................................................................... 8
PBS Pyramid.................................................................................................................................................... 10
PBS Tier Identification Matrix ..................................................................................................................... 11
The process for determining and managing behaviour programs .......................................................... 12
A Letter to the Teacher From a Student with Autism .............................................................................. 13
Sub School Leader Support .......................................................................................................................... 14
PBS Coach Support ........................................................................................................................................ 15
General Guidelines for Behaviour Support ................................................................................................ 16 Guidelines for Developing a Behaviour Support Plan ............................................................................. 17 Guidelines for Developing a Behaviour Response Plan ........................................................................... 18
Guidelines for Developing a Simplified Functional Behaviour Assessment ......................................... 19 Functions of Behaviour ................................................................................................................................. 20 Guidelines for measuring, collecting and Analysing Behavioural Data .................................................. 21
Guidelines for Implementing ABC Analysis .............................................................................................. 23
Guidelines for Teaching Replacement Behaviour and Teaching New Skills ....................................... 24 Glossary ........................................................................................................................................................... 26 Appendix.......................................................................................................................................................... 30 Behaviour Support Plan (BSP) Template ................................................................................................... 31
Behaviour Response Plan (BRP) Template ................................................................................................ 33
Simplified Functional Behaviour Assessment ERASE Form .................................................................. 35
Simplified Functional Behaviour Assessment Team Meeting Record.................................................... 36
PBS Coach Classroom Teacher Referral ..................................................................................................... 41
School Performance Measure (PBS Coach Referrals) .............................................................................. 43 Classroom Behaviour Log ............................................................................................................................. 45
ABC Data Collection Sheet .......................................................................................................................... 46
Behaviour Tick Sheet (Frequency) Sheet .................................................................................................... 47 Frequency Tally Sheet - PBS ......................................................................................................................... 48 6 Simple Steps to teaching a new behaviour or Skill ................................................................................. 49
Page | 3
Behaviour Policy
Rationale:
Students with Autism often have difficulty acquiring the social understanding and communication skills necessary to establish and maintain appropriate social behaviours and interactions.
Jacana School for Autism (JSA) believes that all behaviours exhibited by its students have a function and may have communicative intent and the behaviour should not be viewed in isolation.
Jacana School for Autism has adapted a school wide approach to supporting behaviour based on the principles of Positive Behaviour Support (PBS) and in line with JSA Teaching and Learning Protocols.
Purpose:
For the student to learn behaviours that maximise their learning and participation in the family, school and wider community.
For the behaviour support programs to foster the students’ self-esteem and independence.
To provide educational programs designed to foster and develop appropriate communication, social and regulation skills.
To provide a positive and consistent approach to support challenging behaviour(s) following the least restrictive practice across all areas of the school community.
To provide all students with a framework that will focus on understanding the function of the behaviour and specifically teach replacement behaviour using positive and proactive strategies.
Principles:
Strategies outlined in Tier 1 of the PBS Pyramid are to be implemented across the school in all environments. Assistance to implement Tier 1 supports can be explored with sub-school leaders, the Autism Coach and therapists.
For support of Tier 2 behaviour, referrals to the PBS (Positive Behaviour Support) Coach may be required to develop a behaviour support plan (BSP), in addition to Tier 1 supports.
For support of Tier 3 behaviour that present a risk of harm to the student or others, a Behaviour Response Plan (BRP) is developed. The BRP will guide the actions of staff to respond consistently, to reduce the distress of the individual and to keep everybody safe.
Implementation:
Individual Behaviour Support Plans (BSP) will be designed to help students learn to cope with difficulties, demands and frustrations that they may encounter at school, in the community and their personal lives.
A (BSP) plan is used to understand why a student is doing what they are doing, and what replacement behaviours may need to be taught or encouraged.
Evaluation of the strategies used in BSPs is a mandatory requirement throughout the school year, as is data collection.
BSPs are working documents and are to be reviewed and modified as regularly as needed for each individual student.
Page | 4
Opportunity for students to practice appropriate behaviour may occur through
- Imitating class models.
- Participating in the wider community i.e. shopping, excursions, school camps.
- Part-time integration in mainstream schooling e.g. primary/secondary classes, TAFE.
- Visiting mainstream settings for sessional integration.
Withdrawal/evacuation of a class from their classroom may be necessary:
- To ensure the safety of the students and staff
- To give the distressed student access to some “quiet” time with reduced stimulation, so that they can have an opportunity to self-regulate their own behaviour
Through Student Support Group (SSG) meetings parents have the opportunity to review and discuss behaviour support plans that address the management of their child’s behaviour/s. Parents will receive a copy of their child’s behaviour support plan as each SSG.
Staff are expected to maintain regular communication with families through student communication diaries, emails, phone calls or face-to-face conversations.
Staff will acknowledge that inappropriate behaviour maybe the student’s only means of communication. Staff will work towards developing more appropriate communication for the student, seeking support from the sub-school leader, Autism Coach and speech pathologists if required.
Staff will aim to minimise distress and confusion for students by having realistic expectations and consistent standard practices and procedures.
Staff will be encouraged and given the opportunity to participate in Professional Learning that will increase their knowledge and understanding of autism and its effect on learning, social understanding and behaviour.
Staff will share student BSPs by providing copies to classroom team members, specialist teachers and therapy staff in order to establish consistent behaviour support amongst all staff working with individual students.
Staff will have access to the JSA’s allied health team to discuss specific student behaviours and management programs.
The use of medication is sought by parent/guardian and directed by a physician. It is not to be recommended by staff.
Child Safe Standards: Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at: http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
Resources:
Professional Development
Preventing and Responding to Extreme Behaviour (online modules) http://deecd.tech-savvy.com.au/
Managing Challenging Behaviours (DET) http://www.education.vic.gov.au/about/programs/health/Pages/managebehaviours.aspx
PBS Self-Assessment Tool http://www.education.vic.gov.au/about/programs/bullystoppers/Documents/res4/res4.html
Page | 5
Websites
Positive Behaviour Interventions & Supports (PBIS) http://www.pbis.org/default.aspx
Autism Spectrum Australia PBS https://www.autismspectrum.org.au/pbs
References:
Engagement and Student Wellbeing (DET) http://www.education.vic.gov.au/school/principals/participation/Pages/reengagewellbeing.aspx
Disability Standards for Education http://www.education.vic.gov.au/school/principals/health/Pages/legislation.aspx
Evaluation This Policy is to be reviewed every 3 years or to accommodate DET changes of policy.
Ratified By JSA School Council October 2016
Page | 6
School Rules – Expected Behaviours
Research indicates that a common set of expectations (3-5) for appropriate interactions and behaviour that are positively stated, easy to remember, and significant to each individual school are most successful. Jacana School for Autism’s school wide rules focus on “looking after myself,” “looking after others” and “looking after property” and are a set of behaviours all students and staff are expected to exhibit or work towards exhibiting.
Jacana School for Autism believes that teaching and modelling expected behaviours is an integral element to the success of the implementation of the school rules across the whole school community. We believe that the school rules will only become relevant if they are actively taught in practical contexts and are tied to very concrete behaviours.
Teaching school rules could look different in each classroom and to any individual student. Some examples of this are:
Whole class formal teaching of school rules or expected behaviours, that are planned teaching sessions
Individual student formal teaching of school rules or expected behaviours that are planned teaching sessions
Embedding teaching of school rules or expected behaviours within a range of curriculum areas, projects and activities
Informal teacher or peer modelling
Incidental teaching
Introducing school rules and expected behaviours through class or 1:1 discussions
Set-up social activities in order to practice skills through games, puppet and doll play, role playing or drama
Modelling during everyday interactions
Acknowledge (reinforce) use of school rules when the student or others are observed during everyday interactions and activities.
Provide and set up opportunities for generalization and reinforcement of the skill in daily play and other activities.
Page | 7
School Rules
Look after myself
Look after others
Look after property
Page | 8
School-Wide Positive Behaviour Support
School Wide Positive Behaviour Support (SW-PBS) is a framework that helps schools to plan and implement practices across the whole school in order to improve educational and behavioural outcomes for all students.
Jacana School for Autism is committed to ensuring it is a positive learning place for all students and provides strong support for the school to continually implement the SW-PBS framework. SW-PBS focuses on the individual behaviour and environmental factors. It involves building relationships with each student, teaching appropriate replacement skills for inappropriate behaviours and looking at all environmental factors that may have an impact. SW-PBS is a research based framework and is proven to be more effective than punitive discipline strategies. SW-PBS involves the establishment of a continuum of strategies that support students across their day and all environments and is built on preventative strategies based on their behavioural responsiveness to intervention. The continuum includes proactive strategies for defining, teaching, and supporting appropriate student behaviours to create positive school environments. SW-PBS involves the establishment of a continuum of strategies that support students across their day and all environments and is built on preventative strategies based on their behavioural responsiveness to intervention. The continuum includes proactive strategies for defining, teaching, and supporting appropriate student behaviours to create positive school environments.
Primary Prevention/Tier One – Primary prevention is significant as it moves the structural framework of each educational unit from reactive approaches to proactive systems. This effort cohesively unites all the staff at JSA in using 1) common language, 2) common practices, 3) consistent application of positive reinforcement, and 4) Autism appropriate strategies. Primary Prevention, through positive behaviour support, works for over 80% of all students in a given school and is a school wide approach. At Jacana School for Autism all students will have a Individual Student Profile that will support the implementation of Tier 1 preventative strategies. Tier 1 of the PBS pyramid consists of school rules, routine, physical arrangements and Autism supports that are developed and taught by school staff to encourage appropriate behaviour. Within all classrooms we expect our staff to have a range of supports in play within all teaching environments. Tier 1 of the PBS pyramid comprises of a range of Autism appropriate practices expected at JSA in all settings and with all students. At this tier, support from the allied health team, Autism Coach &/or SSL is advised.
Secondary Prevention/Tier Two-
Secondary Prevention is designed to provide targeted interventions to support students who are not responding to Primary Prevention efforts. Interventions within Secondary Prevention are more intensive and aim to teach replacement behaviours specifically and explicitly. Secondary prevention strategies at Jacana School for Autism are targeted through the implementation of a Behaviour Support Plan (BSP). A referral to the PBS coach may be put in place to provide support for the staff to develop the BSP. Additional support through the allied health team, Autism Coach &/or SSL may be required to contribute to and implement the BSP.
Page | 9
Secondary Prevention is implemented with students who are presenting with at-risk behaviours that are occurring more frequently than normal. Students who access the Tier 2 level of support equate to approximately 15% of students in any given school.
Tertiary Prevention/ Tier Three- Tertiary Prevention is designed to focus on the needs of individuals who repeatedly exhibited patterns of problematic behaviour. Students presenting behaviours within this tier are those with complex and chronic needs for whom both primary and secondary interventions have been insufficient to facilitate success. This accounts for approximately 5% of students in any given school. A referral to the PBS coach is put in place to provide an extra level of support for these students and the staff working with them. Coordinated support with allied health (particularly Psychology services), Autism Coach &/or SSL is likely to be required to support staff and students. Tertiary Prevention is most effective when there are positive primary (school-wide) and secondary (classroom) systems in place. In addition, the design and implementation of individualized supports are best executed when they are conducted in a comprehensive and collaborative manner. Support is tailored to student's specific needs and circumstances. It involves a comprehensive approach to understanding and intervening with the behaviour, and uses multi-element interventions. This is when care conferences are a very effective way to ensure that a multi-disciplinary team work together to develop strategies, programs and systems to provide a higher level of support to individual students. Tertiary Prevention will involve a process of simplified functional behavioural assessment and/or the development of a Behaviour Response Plan (BRP). These can be comprised of individualized, assessment-based intervention strategies, including a wide range of options such as: (1) guidance or instruction for the student to use new skills as a replacement for problem behaviours, (2) some rearrangement of the antecedent environment so that challenges can be prevented and desirable behaviours can be encouraged, and (3) procedures for monitoring, evaluating, and reassessing of the plan as necessary. The BRP will guide the actions of others to respond consistently, to reduce the distress of the student and to maintain the safety of all involved. To ensure safety and rapid de-escalation of severe episodes (when the behaviour is dangerous to the student or others) major environmental changes, such as reduced school attendance or withdrawal from class or program, may be required.
Page | 10
Positive Behaviour Support Pyramid
Tier 3 Intensive Targeted Response
Behaviour Response Plan (BRP) or
Simplified FBA
Refer to PBS Tier Matrix for identification of behaviours that fall
within each tier.
SFBA (Simplified Functional Behaviour Assessment)
Collaborative, multidisciplinary approach.
Care Conference
Leadership Coordination Process
Individual Reward System, e.g. Let’s Make a Deal
Behaviour Scripts / Social Stories
Referrals to Therapy, e.g. Speech, OT, PBS Coach, Autism Coach
Replacement Skills (explicit and specific teaching)
Tactical Ignoring
Teaching individualised self-regulation skills strategies, e.g. taking a break
Review Personalised Learning Plan
Co-regulation strategies
Modelling
Developing programs that are engaging and at student’s developmental level that incorporate their interests
Autism strategies (visuals, scheduling, processing time, first/then, timers, one more minute, finish box, choices built in)
Whole class reward systems
School and classroom rules explicitly taught and reinforced throughout the day
Consistent Approach
Movement breaks
Environmental structures
Clear expectations
Structure and predictable routines
Individual communication systems
Reinforcement of appropriate behaviours
Jacana School for Autism Teaching and Learning Pedagogy
Redirection & prompting
Tier 1 Universal Behaviour
Strategies All students, all settings
Individual Student Profile
Tier 2 Selected Students
Some strategies, some settings
Behaviour Support Plan (BSP)
Page | 11
PBS Tier Identification Matrix
The following matrix is used to identify the appropriate level of support required for individual students. Tier 1 behaviour will be targeted using primary preventative strategies that incorporate evidence based practices. A Behaviour Support Plan is required for targeting Tier 2 behaviour(s). A Behaviour Response Plan or Simplified Functional Behavioural Assessment is required for targeting Tier 3 behaviour.
Please note the following points when using the matrix:
Prioritise the behaviour that is having the most significant impact on the student’s
wellbeing and engagement.
Categorise the behaviour according to the tier, not the student.
A student may present some behaviours that will be categorised as Tier 1, while other
behaviours may be categorised as Tier 2.
Use data collection measures to establish the frequency of the behaviour as this will affect
the tier categorisation.
Challenging Interaction (Behaviour)
Withdrawn or inattentive
behaviours (Such as stimming, easily distracted, fearful,
lacking motivation,
constantly tired)
Being uncooperative and
includes behaviours that
involve refusal to comply with reasonable
requests (such as attempting tasks,
take it in turns in a group situation)
Disruptive behaviour that
interfere with the activities of other people (such as teasing, yelling,
interrupting, clinging)
Being destructive to property and objects (such as
hitting, throwing, burning)
Being hurtful to others in causing
physical or psychological harm (such as
hitting, kicking, verbally abusing,
punching)
Fre
qu
en
cy
Almost certain to
occur during the session
Tier 2 Tier 2 Tier 3 Tier 3 Tier 3
Likely to occur during the session
Tier 2 Tier 2 Tier 2 Tier 3 Tier 3
Possible to occur during the session
Tier 1 Tier 2 Tier 2 Tier 2 Tier 3
Unlikely to occur during the session
Tier 1 Tier 1 Tier 2 Tier 2 Tier 2
Rare to occur during the
session Tier 1 Tier 1 Tier 1 Tier 2 Tier 2
Page | 12
The Process for Determining and Supporting Behaviour
Identify Targeted Behaviour
Refer to SSL and Autism Coach for support to
ensure Tier 1 Preventative Strategies are consistently
implemented.
Gather information/data regarding patterns of
behaviour; antecedents and consequences; and triggers.
Complete a Behaviour Support Plan (BSP)
Gather data to measure the impact of the BSP Data can include
frequency, intensity or duration of behaviour.
Review Behaviour Support
Plan (BSP) Are replacement behaviours
embedded?
Implement Tier 2 Preventative Strategies consistently (Refer to
SSL and PBS Coach for support)
Use PBS Tier Matrix to categorise the targeted
behaviour
Tier 3 Behaviour
Tier 2 Behaviour
Implement Tier 3 Intensive Strategies (Refer to SSL and
PBS Coach for support).
Complete a Behaviour Response Plan (BRP) if
challenging behaviour has the potential to cause harm
to student or others.
Complete a Simplified Functional Behaviour
Assessment (S-FBA) to focus on teaching
replacement behaviours
Care Conference involving relevant
stakeholders
Review BRP & S-FBA.
Gather data to measure the impact of the S-FBA
Repeat process – Identify Target Behaviour
NOTE: All documents will be reviewed by PBS Coach week six of each
term. All documents will be shared
with families at SSGs.
Leadership Coordination Process to support complex and at risk students
may be required.
Record Tier 1 behaviours in Behaviour Log
Page | 13
A letter to the Teacher from a Student with Autism
As a student with autism in your classroom, I have an expectation that you will: Develop a positive relationship with me:
See me first – my autism does not define who I am
Talk to me in a respectful and calm manner
Know my learning style and how I learn best
Know what topics or activities that motivate me
Set clear boundaries so that I know how to work and play with others in a friendly way
Do not speak about me to others in front of me
Tell me what I need to do, not what not to do – this is especially important to me Provide me with a classroom that is structured and organised:
With clear expectations for me to follow
That has a defined start and finish to activities
So that my activities and materials are presented in a way I am able to organise and manage them
With clearly defined working areas
With limited distractions including, visual, auditory and movement when I am working and in my immediate work space at my table, without mess clutter around my work space
Provide me with an educational program that:
Allows me to communicate when I am upset, to tell you that I may need a break, some movement, or a quiet space to help me regulate my behaviour and emotions
Allows time for me to process your verbal and visual instructions
Meets my individual needs (cognitive, sensory and communicative) and increases my skills
Make sure my learning activities are at my developmental level
Builds in the recommendations of my therapist
Builds my independence to allow me to manage myself as an individual in relation to others.
Provide this for me, and you can have an expectation that I will learn from what you teach me, I will develop and grow, even thrive, and I will learn to understand the world in which I live, to act effectively in the wider community as a lifelong learner.
Kind Regards,
Your Student
Page | 14
Sub School Leader Support
How your Sub School Leader will/may support you:
At any stage of the development of a behaviour support plan
With assistance on how to collect data for student behaviour
If team members cannot reach agreement
Team members consistently feel they are not able to have input
If agreed strategies are not being implemented
With assistance implementing tier 1 or 2 strategies on the JSA behaviour pyramid –via
modelling, observations and meetings
Parent communication
If tier 1 behaviour supports are no longer effective
To canvass positive support strategies when managing student behaviours
With assistance filling out an incident report or cases 21 is needed
Review behaviour support plans and recommend changes
Debrief with staff
Page | 15
PBS Coach Support
How the PBS Coach will/may support you:
Provide additional support through coaching for staff who are supporting students with
challenging behaviours.
Model evidence based practice to ensure optimum outcomes for students with autism.
Automatic referral for students who are presenting Tier 3 behaviours.
Support the development and review of Behaviour Support Plans
Support the development and review of Behaviour Response Plans
Provide weekly coaching meetings with teacher when required
On-going development of behaviour support strategies
Assistance with data collection, monitoring and analysis. i.e. ABC recording
Organising and chairing Care Conferences
Observations of students
Observations of staff working with student
Modelling of behaviour support strategies
Attend SSG meetings
Debrief with staff
Specific coaching support is offered in the following areas:
Secondary Preventative Strategies (Tier 2) – Intensive and targeted intervention;
supporting students who are not responding to Primary Prevention efforts; Behaviour
Support Plan development.
Tertiary Preventative Strategies (Tier 3) – Behaviour Response Plan development;
Simplified Functional Behaviour Assessment; Care Conferences; understanding and
intervening with the behaviour.
Functions of Behaviour – To gain or avoid – sensory, object/activity, attention;
Functional Behavioural Assessment (FBA); functional replacement skills.
Management Strategies and Techniques – Preventative strategies; self-regulation;
patterning; positive reinforcement; prompting; ignoring; modelling; processing time;
schedules; waiting out; visual aids; motivating students.
Data Collection and Analysis – ABC data collection; Behaviour Graph; Behaviour
Tick Sheet; data analysis; hypothesis development.
Page | 16
General Guidelines for Behaviour Support
Consult with SSL, ASD coach & allied health team to ensure positive reinforcement & Tier 1
supports, from the PBS Pyramid, are consistently implemented throughout each school day.
Examine behaviour in context by collecting appropriate data for individual behaviours and
analysing it.
See the student, not the behaviour.
Use a planned response rather than a reaction.
Remember it is OK not to get it right the first time.
No one person has all the answers.
Give instructions once; allow the student time to respond. (Count slowly to 10). Repeat once if
necessary.
Maintain student dignity.
Be consistent.
Some students find negative reactions very motivating or engaging. Ensure students are not
getting positive reinforcement for inappropriate behaviour.
Follow through and finish on a successful note.
Review & reflect (debrief) at the end of each day – seek assistance if needed.
Do not take the behaviour(s) personally.
Ensure all staff working with students have a copy and understand interventions.
Page | 17
Guidelines for Developing a Behaviour Support Plan
Behaviour Support Plans at Jacana School for Autism focus on:
Evidence based strategies.
Positive and pro-active strategies.
Strategies that can be used across all environments.
Students learning to self-regulate their own behaviour through co-regulation.
Student learning to be effective communicators both receptively and expressively
Jacana School for Autism guiding principles:
The earlier the behaviour is addressed the better.
We take responsibility for the future now – students with ASD don’t outgrow behaviours.
Modifying behaviour is a process.
Behaviour may be a form of communication, i.e. - to get a specific need met.
Understanding the function of the behaviour is essential.
It is important to collect data and analyse it in order to develop successful strategies.
It is important to teach new functional replacement skills that effectively replace inappropriate
behaviour.
Consistency with behaviour support strategies is essential across all settings and with all staff
supporting students; as well as employing a whole school approach.
Aim to develop behaviours which are age appropriate and transferrable.
Management Strategies and Techniques
The strategy/technique employed may depend on:
The function of behaviour.
Intensity of the behaviour.
Understanding of the individual.
Past strategies and objective history.
The goal – why are we modifying the behaviour; i.e. social acceptance.
Page | 18
Guidelines for Developing a Behaviour Response Plan
Behaviour Response Plans at Jacana School for Autism focus on:
Students who present Tier 3 behaviours that have the potential to harm themselves or others.
The BRP will guide the actions of others to respond consistently, to reduce the distress of the individual and to keep everybody safe.
The BRP is written collaboratively with all stakeholders, possibly the students if appropriate.
A description of the student’s behaviour is given to help staff to identify which level of escalation the student is in.
How to manage yourself in each situation so you are able to respond calmly and stay safe.
Guidance regarding how to respond to the student to avert or minimise difficulties.
Jacana School for Autism guiding principles:
It is important to limit the information only to what staff will actually see when the behaviour is
at this level (as if you are describing the person to someone who has never met them before) so
that the document remains a practical resource.
No strategy will work perfectly every time
When faced with persistent challenges all human beings naturally experience their own stress and
distress. We need to be able to manage our own physical and emotional reactions to respond in a
calm, planned way. The Employee Assistance Program (EAP) is available to all staff for
additional support if required (1300 361 008).
Emotional strategies are often personal, and each support person may need to develop their own
plan for coping with the emotional impact of dealing with the challenging behaviour.
Long term positive behaviour change only happens using proactive preventative PBS strategies
that develop environments and teach new behaviours and skills. It is OK to ‘give in’, walk away
or ignore behaviour sometimes as long as you have a long term plan.
Once you have developed a BRP, it is important that everyone who interacts with the individual
is familiar with the plan and agrees to implement the plan in the same way. The plan can be
reviewed and updated as you learn and strategies develop.
© Autism Spectrum Australia
Page | 19
Guidelines for Developing a Simplified Functional Behaviour Assessment
Simplified Functional Behaviour Assessments at Jacana School for Autism focus on:
Students who present Tier 3 behaviours that do not present as harmful to self or others.
Developing a plan that uses the least restrictive intervention available.
Students learning appropriate behaviour in the same way they learn all skills – through
instruction, practice, feedback, and encouragement.
S-FBA Process
1. Identify the behaviour from data
2. Convene a S-FBA team
3. Give pre-meeting ERASE form to the team members
4. Organise a meeting time – allow 90 minutes
5. Using the pre-completed ERASE forms, develop a BRP.
6. Communicate plan to relevant staff to implement
7. Monitor and review
Jacana School for Autism S-FBA guiding principles:
The S-FBA must be facilitated by the PBS Coach, psychologist or a member of Leadership.
Is a process to support students who present Tier 3 behaviour.
Is a team-based approach drawing on the expertise of staff working with the student
Scales down the more formalised FBA process
Requires less time than a full FBA
Focuses on function of behaviour and generating solutions.
Key Questions for the ERASE process:
Explain - What is the problem?
Reason - What is the student getting out of it?
Appropriate – What do you want the student to do instead?
Support - What else can we do to help the student to be successful?
Evaluate - How will we know if it works?
© Travancore School – Mental Health in Education
Page | 20
Functions of Behaviour Research has identified that the most effective way to manage behaviour is to determine the reason
(or function) of the behaviour and to prevent the occurrence of the behaviour by modifying the
environment and teaching the student a more appropriate way to meet their need.
Positive Behaviour Support uses assessments that look beyond the behaviour itself. A functional
assessment offers a better understanding of the function or purpose ofbehaviour. It contributes to a
behaviour support plan by providing an understanding of why a person may engage in a particular
behaviour and identifying what support is required to address the person’s unmet needs.
Determining the function of behaviour is crucial when developing and implementing a successful
behaviour support plan for students at Jacana School for Autism. Use the below diagram to help
you identify the function of a behaviour.
To help identify the function of a behaviour, gather information/data that examines what happens
immediately before the behaviour occurs and what happens immediately after the behaviour occurs.
Get
Get Away
Tangible (Object or Activity)
Attention Sensory
Page | 21
Guidelines for Measuring, Collecting and Analysing Behavioural Data
Why Collect and analyse data?
to monitor a behaviour or the response to an intervention directed towards the behaviour.
There are three basic types of behavioural data collection that are found in the classroom: frequency
recording, duration recording, and interval recording (although many other variations are
sometimes used for certain purposes). The recording procedure that you choose will depend on the
kind of behaviour that is demonstrated and the type of information that would be most beneficial
to you.
Frequency refers to the number of times a behaviour occurs during a particular time period.
How to Collect the Data: Tally marks on a data sheet Tally marks on a dry erase board Moving items from one pocket to a different “target” pocket as each behaviour occurs (e.g.,
paperclips, pennies, buttons) Place a removable sticker on your shirt or pants
Duration refers to how long a particular behaviour lasts.
How to Collect the Data: Record the start and stop time on the data sheet Use a stopwatch
Write the times on a dry erase board until time is available to document it on the data sheet
Latency refers to how much time passes between a prompt of some kind and the occurrence of
the behaviour.
How to Collect the Data: This can done by using a stopwatch and recording the start and stop
times on a data sheet or dry erase board.
Intensity refers to the force with which a behaviour occurs.
How to Collect the Data: Establish a scale e.g. Mild: Disruptive but not dangerous; Moderate:
Verbal/physical threats and/or destructive to physical environment; Severe: Poses a physical danger
to student and/or others. Record the intensity on a time sheet.
Page | 22
How to collect Behavioural Data
1. Define the behaviour that you wish to observe. Be very specific. Be sure that your definition is
so narrow in scope that others would observe only what you had in mind.
2. Decide which type of behavioural recording is best suited to monitor the behaviour.
3. Decide when you will observe the behaviour. Do you want to observe the behaviour in a
number of situations or just one (e.g., class time; playground)?
4. Decide how long each of your observations will last. Ten to twenty minutes is usually adequate,
but the more time you spend observing, the more accurate will be your results. Repeat your
observations at least three more times to give a more representative picture.
5. Observe and record the student's behaviour.
6. If you used frequency recording, figure the average number of occurrences per minute, hour,
period, or day (whichever makes the most sense in talking about it with others). If you used
duration recording, figure the percentage of the total observation time that the behaviour occurred.
7. Repeat steps 5 and 6.
How to Analyse the Data
• Are there patterns?
• Are there specific locations, times, subjects or people? (Triggers)
• Are there home concerns? Divorce? Death? Illness? Transition?
• Are there medical factors?
• How often do the behaviours occur? (frequency)
• How long do behaviours last? (duration)
• How severe or damaging are the behaviours? (intensity)
Page | 23
Guidelines for Implementing ABC Analysis
Behaviour has three components:
A (Antecedents) ⇒ B (Behaviours) ⇒ C (Consequences).
Rather than occurring in isolation, behaviour is preceded by an antecedent (trigger) that sets off the
behaviour and is followed by a consequence, or a reaction to the behaviour. This process is easily
remembered by the acronym ABC.
Using ABC Analysis is an effective way to understand why a behaviour happens. Being able to look
at several ABC data sheets provides a brief ‘snapshot’ of what is going on when an individual
engages in a particular behaviour. It enables us to see what is going on in the environment before
the behaviour occurs and might trigger it, and what happens after the behaviour that might
reinforce it.
How to Collect the Data:
1. Collect data on one behaviour at a time. For example: hitting only, not hitting and spitting.
2. Fill out the chart as soon as you have dealt with the behaviour, while your memory is still fresh.
3. Think about the purpose of the behaviour: sensory/tangible/attention.
Some behaviours serve more than one purpose. For example: the student may hit and then get a
snack (tangible) or hit and then a teacher talks with them about it (attention).
4. Try to see if there is a pattern to the behaviour. For example: hitting always happens when the
student is asked to do something.
Summarizing the Data:
Look at the patterns across behaviour, such as a certain time of day, activity occurring, or
antecedent observed.
Look for triggers (antecedents): Being aware of the potential triggers for challenging behaviour can
be the first step in reducing the behaviour, as the vast majority of triggers are modifiable. Even
when this isn’t the case, knowing what the triggers are can help you to avoid them, or introduce the
student to them in a more gradual way.
Page | 24
Guidelines for Teaching Replacement Behaviour and Teaching New Skills
Replacement Behaviour:
It is not enough to merely stop the challenging behaviour. You need to think about what you want
your student to do instead that is more appropriate. This is a replacement behaviour - a positive
alternative behaviour that replaces the inappropriate behaviour.
The replacement behaviour needs to serve the same function as the inappropriate behaviour and it
needs to gain the same or an even better response.
For example, instead of hitting to gain an interaction (attention) with others, students can “high 5”.
Inappropriate behaviour = hitting
Replacement behaviour = “high 5”
In this example the student is still able to receive an interaction with a person but they can gain it
through a more positive appropriate behaviour.
Teaching new skills: The replacement behaviour that you have chosen will need to be taught to your student. First you
need to choose a skill that can: replace inappropriate behaviour; or that is useful to your student.
Choose one that is achievable, and aim to teach only one or two skills at a time so that you can
focus your attention on them and practice all the time.
Promote use of appropriate behaviour or new skill
To encourage the use of replacement behaviours the replacement behaviour needs to be:
Easier to use or do
More effective, and
More rewarding than the inappropriate behaviour.
For example, when a student needs to escape from a classroom to calm down, instead of hitting the
student next to them, the replacement behaviour could be the use of a ”I need a break” card. They
will only use this card if it is easier, more effective and more rewarding than hitting. The student
also needs to be allowed to go outside to a quiet area and rewarded for using the card e.g. through a
reward system.
The replacement behaviour can be easier in the following ways:
Requires less effort.
Easier to understand by the student.
Easier to be understood by others.
Easier to get their hands on.
Function = to gain an interaction
Page | 25
Also
The replacement behaviour must be as effective as, or more effective than the inappropriate behaviour:
The behaviour must gain the response they are wanting or an even better response.
The behaviour has to serve the same function as the inappropriate behaviour.
So
Strategies may need to be put in place to ensure that the replacement behaviour is effective e.g. peers informed to “high 5” when the student attempts to “high 5” them.
The positive replacement behaviour should be noticed and rewarded immediately and as frequently as possible until the behaviour is mastered.
(There are different types of rewards. It is important to make sure the reward IS rewarding for your
student. The reward could be praise, food, a sensory activity (squeezing a stress ball, popping
bubble wrap, jumping on the trampoline), a tangible object (toy etc.), a desired activity, quality time,
star on a star chart, table points etc.)
Discourage inappropriate behaviour To ensure the replacement behaviour is used, the inappropriate behaviour must be ineffective. A
dysregulated behaviour can be discouraged through planned ignoring, minimal responses,
redirection and prevention or restriction of access to the desired object or activity when the
dysregulated behaviour occurs.
© Autism Spectrum Australia
Page | 26
Glossary Aggression:
Behaviour, either physical or verbal, which results in the fear / discomfort / harm / pain to person, object or physical environment.
Antecedent:
A situation or incident which takes place before the occurrence of an inappropriate behaviour, which may be partially the cause of the behaviour.
Behaviour:
Observable actions and responses to environmental stimuli. These actions and responses are also influenced by internal factors such as understanding, feelings and emotions related to the stimuli.
Behaviour Management Plan (BSP):
A plan that focuses on a single ‘target’ behaviour, which has been identified as particularly challenging and may be limiting the individual’s quality of life. This is a one-page document that helps a team to develop an evidence based proactive PBS plan. The form consists of three parts: • Understanding the behaviour • Identifying the function of the behaviour • Creating a multi-element plan. Behaviour Response Plan (BRP):
A behaviour response plan will not produce behaviour changes if used in isolation. If challenges do arise, the BRP will guide the actions of others to respond consistently, to reduce the distress of the individual and to keep everybody safe. Behaviour Scripts:
These are short stories that describe how a student or a group of students will behave in a specific situation. Break: Having a break involves spending time in a demand free situation. A break should be a period of time in which no demands are placed on the student and should involve a ‘neutral’ or ‘calming’ activity. Asking for a break is not the same as requesting a preferred activity, so the student taking a break should be accessing highly preferred items or activities. An area in the classroom is prepared – clear or distractions and motivators, a chair/mat/beanbag and a timer. Break means that the student will be able to stop what they are doing, they go to the break area for a set time (generally 2 minutes) and then they return to the activity that they left.
Co-active:
Hands on assistance provided to a student so that they may experience the motor sequence involved in a fine or gross mother task.
Consequences:
Circumstances that occur following behaviour, intended to affect the incidence of behaviour. Consequences can be natural (e.g., stomping in puddles your feet get wet), or sanctioned by another. There are three common scenarios:
The student behaves in a particular way and receives a positive consequence. This increases the likelihood of the behaviour occurring in the same circumstances in the future.
The student behaves in a particular way and avoids a negative consequence. This increases the likelihood of the behaviour occurring in the same circumstances in the future.
Page | 27
The student behaves in a particular way and receives a negative consequence. This decreases the likelihood of the behaviour occurring in the same circumstances in the future.
Correction: Is a procedure in which the student is required to repair the environmental effects of his/her behaviour for example, cleaning up an intentionally spilt drink. Ignoring: Is effective in addressing behaviours which are reinforced by adult attention. It is important to verify that a student is maintaining that behaviour due to the adult attention. Ignoring is most effectively used in conjunction with the reinforcement of appropriate, alternative behaviours. For example: ignoring screaming while reinforcing quiet behaviour.
Modelling: A form of learning in which the individual learns by watching someone else preforms the desired response, e.g. Peer modelling, video modelling: Non-compliance: Failure or refusal to respond to a request. Patterning: Working through an activity by modelling correct responses. Preventative Strategies: Preventative strategies are useful when a student’s pattern of behaviour can be anticipated. In these situations, intervention can precede an undesirable behaviour in order to prevent its occurrence.
Positive Reinforcement: Is a procedure in which a reinforcer is presented after a desired response in order to strengthen and maintain that behaviour. The type of reinforcement presented is determined by observation of the student’s preferences or by trying out a range of reinforcements. Positive reinforcement motivates students to learn.
Edible/concrete reinforcers: edible reinforcers can be very effective with young children or when a students’ level of comprehension of an interaction is restricted. Edible reinforcers include food and drink the student particularly likes which are not available at other times of the day.
Sensory reinforcers: sensory reinforcers are sensations involving sight, sound, smell, touch or movement that the student enjoys. For example, rubbing the face, vibration, a spinning toy, having a swing, music etc.
Social reinforcers: social reinforcers are forms of social interaction like a smile, praise, attention or a friendly remark.
Activity reinforcers: highly motivating activities are used to reinforce the performance of low frequency behaviours, for example; “student sits on the chair, adult then blow bubbles”.
Page | 28
Prompt: A cue to elicit a response. A cue can be physical such as a finger point or eye gaze, verbal or environmental.
Verbal prompt: teacher/adult makes a statement that helps the student acquire a target skill e.g. “you might need to try a different way”, “write your name”
Gestural prompt: teacher/adult makes movements that cue the student to a particular behaviour or skill e.g. pointing to the top of the paper where the student has to write their name.
Model prompts: teacher/adult performs the target skill or behaviour. Full model prompts can be verbal if the skill is being taught is verbal, or they can be a motor response if the skill being taught involves moving a body part
Physical prompt: teachers/adults touch the student to help them to make the target skill or desired behaviour e.g. tapping the student’s hand to cue him to begin writing his name, to the teacher putting her hand over the student’s hand to pick up the pencil and write name on paper
Visual prompts: teacher/adult provides pictures/scripts of the event that provides the student about how to use the target skill or achieve the desired behaviour e.g. schedule
Prompt reliant: High level of dependence on a range of adult initiated instructions and routines. Processing time: The time it takes for a message or instruction to be processed cognitively and acted upon. This may range from a few seconds to several minutes.
Re direction and replacement:
A student’s unacceptable behaviour is redirected to an alternative response. The alternative behaviour is then reinforced. For example, a student throwing sand is redirected to filling a bucket.
An appropriate response which makes it physically impossible for the student to engage in the undesirable behaviour is taught and reinforced. For example, a student licking his hand is taught to sit on them.
Analysing the communicative intent of the inappropriate behaviour, then teaching appropriate communicative behaviours.
Response cost: Refers to the removal of a specific amount of positive reinforcement, which the student can usually access, when an inappropriate behaviour occurs. There are four different types of response cost procedures:
When a teacher reduces the duration of a motivating activity after a student has displayed an inappropriate behaviour.
When a student is given a certain number of tokens, which are removed one by one when an inappropriate behaviour occurs. This variation is most effective when used in conjunction with a token reinforcement system i.e. the student is given one token each time he/she displays appropriate behaviour e.g. token economy systems
Response cost involving group consequences in which the whole group of students lose specific reinforcers when any one member of the group displays inappropriate behaviour.
Bonus response cost in which additional positive reinforcers are made available to the student, specifically for removal via response cost.
Page | 29
Routines: Provide predictability and familiarity and use a key element in enabling the person to learn what day, which activity follows what, the order in which tasks need to be done. Schedules: Give students the necessary structure to develop a greater sense of independence and control whereby he/she can predict and anticipate events and activities in his/her environment. Schedules also serve the following function;
Provide an overview of the day’s activities.
Provide information about what will happen next.
Enable the student to see/anticipate a change in the routine before it actually happens, i.e. helping cope with change.
Makes transitions from one activity to the next easier.
Provides information about new/different happenings.
Helps establish and maintain attention.
Reduces student anxiety Social Story: “….. are short stories that describe social situations in terms of relevant social cues and often define appropriate responses” (Carol Gray 1993) Structure: Helps the child to make sense of his/her surroundings. Types of structure:
Physical structure: e.g. the arrangement of furniture and objects in a room.
Sequencing: schedules, daily/weekly calendars.
Materials and presentation: presentation and use of materials which are non-ambiguous and have clear start and finish; use of a finish box.
Structuring other tasks: provide systematic ways of sequencing tasks or elements of tasks which the student can follow independently.
Visual Aids: Objects/remnants, PECS, photographs, gestures, signing, print, line drawing, classroom structure/environment. Waiting out:
Waiting for a response from a student where the adult believes that the instruction and/or expectation is understood.
Waiting for a response from a student where the adult believes the child is overly reliant on prompting and requires an opportunity to initiate a response.
Waiting out is an ineffective strategy when the child
Does not know the original expectation or has been “waited out” for so long that he/she has forgotten what is required.
Prefers to engage in other behaviours, rather than what has been requested. Withholding: To keep back; to hold back.
Page | 30
Appendix
Page | 31
Un
ders
tan
d t
he
Beh
avi
ou
r
Before the Behaviour: Behaviour: After the Behaviour: Setting Conditions (most likely):
Description:
Your Response:
Their Response:
Antecedent:
Iden
tify
th
e F
un
cti
on
The Function of the behaviour:
The student is trying to:
Pro
acti
ve P
lan
fo
r
Inte
rven
tio
n
Environmental Change: (Proactive strategies)
Teach Replacement Behaviour/ New Skill: Reinforce replacement behaviour/ new skill:
Data Collection:
Behaviour Support Plan
Student Name: Teacher:_________________ Date: ____________
Access
Avoid
Tangible Attention Sensory
Parent Signature:_________________________ __
©Autism Spectrum Australia
Page | 32
Un
ders
tan
d
Beh
avi
ou
r
Before the Behaviour: Behaviour: After the Behaviour: Setting Conditions (most likely):
Describe the environmental stressors that may contribute to the behaviour occurring. Consider:: sensory needs, peer relations, staff relations, work tasks, changes to work tasks/schedule and communication needs.
Description: Describe one behaviour that you want to work on.
Try to use clear descriptive words when describing the behaviour e.g. screaming, ignoring, hitting. Ideally someone would have a good idea of what the behaviour looks like based on your description.
Your Response: Think about and describe the way you (and others) would usually respond after the behaviour. Consider: tone of voice, other students’ responses, do you ignore them, take something away?
Their Response: Describe how the student responds to your (and others) responses. Consider: are they happy or angry, do they try and escape or do they not seem to notice. This may give a clue in trying to understand why the behaviour is continuing to happen.
Antecedent: Think of the situation or incident that occurs immediately before the behaviour takes place.
Iden
tify
th
e
fun
cti
on
The student is trying to: The Function of the behaviour: Most of the time all behaviours are occurring for a reason or ‘purpose’. From your assessment above try to hypothesise the possible function(s) of the behaviour. For example: The student is trying to avoid a task that he/she perceives to be too difficult, to gain attention from staff to be given assistance with the
task.
Pro
acti
ve P
lan
fo
r
Inte
rven
tio
n
Environmental Change: (Proactive strategies)
Refer to the JSA Behaviour Pyramid (Tier 1 strategies) Points to consider:
How are you structuring the environment?
Consider the students, communication needs, peer relations, staff
relations, work tasks (are these linked to the students’ specific
interests) and does the work program include a sensory diet?
Your aim is to create an environment that is best suited to the person and to reduce the overall amount of stress and distress, allowing replacement behaviours/new skills to be taught. Add more predictability and structure, less demand, more choice, more access to preferred interests etc.
Teach Replacement Behaviour/ New Skill:
Identify what behaviour you would like the student to perform instead of the
identified behaviour of concern; ensure that the student is still getting the
same or better outcome.
Skills must be taught systematically and effectively, especially when
supporting individuals with significant disabilities. Systematic instruction
involves using effective instructional cues, analysing and breaking down task
components, employing appropriate teaching methods (e.g., prompting,
shaping, and fading procedures), and rewarding and correcting behaviours
consistently. Failure of a person to develop the desired skills should prompt a
reassessment of these teaching methods.
Reinforce replacement behaviour/ new skill:
What? What will you use as a reinforcer, e.g. praise, time with preferred adult, tokens When? Think about the timing of the reinforcement. Does it need to be immediate or can the person tolerate a delay. How often? Start with giving the reinforcement every time and then slowly fade to less often.
Data Collection: Think about what you would like to specifically collect data on, think about the duration, frequency, setting or intensity of the behaviour. What? Intensity, Frequency or Duration When? Week 1, 5 & 9; First session How? ABC Data Collection Sheet
Behaviour Support Plan
Access
Avoid
Tangible (Object or Activity) Attention Sensory
©Autism Spectrum Australia
Page | 33
Student: Teacher: Date of Plan:
Students Behaviour Planned Responses
1. Atypical baseline behaviours
2. Potential problem behaviour triggering events
3. Escalation Behaviours
Use the above response strategies, along with:
4. Problem behaviours
Use the above escalation response strategies, along with:
5. De-escalation behaviours
6. Post-incident behaviours .
Behaviour Response Plan
Parent Signature: __________________________
Page | 34
Students Behaviour Planned Responses
1. Atypical baseline behaviours
Describe those behaviours which would generally look like some form of a problem for most students (yelling, pacing, rocking), but for this student are not. These behaviours are not the rationale for developing this plan.
Describe the best practice responses being used for these behaviours.
2. Potential problem behaviour triggering events
Describe those behaviours which, for this student, are more likely to make the problem behaviour occur (being teased, given a direction).
If the student has a self-regulation plan (e.g. movement break) prompting this strategy at the onset of the triggering event or the initial escalation would be desirable. This area will likely indicate where you need to develop long-term intervention planning.
3. Escalation Behaviours
Describe those behaviours the student displays which often approximate the problem behaviour or which have a history of consistently preceding the problem.
Describe interventions which include the use of clear, brief prompts. If the student has a self-regulation plan, prompting this strategy at the onset of the triggering event or the initial escalation would be desirable.
4. Problem behaviours Describe those behaviours the student displays where a reasonable person would believe an intervention is necessary for someone’s safety or emotional well-being.
Describe the interventions that are at the lowest level necessary to safely support regulation. Do not include restrictive practices.
5. De-escalation behaviours Describe those behaviours the student displays, as he or she is calming down from the event. Sometimes these may have the same topography as the student’s escalation behaviour.
Describe interventions that take into consideration the potential for the student re-escalating back to the problem behaviour.
6. Post-incident behaviours Describe those behaviours the student displays which indicate he or she is ‘finished’ with the incident. Often these behaviours include being quiet, wanting to talk about the incident, wanting to be alone, asking for assistance, sleeping or just resuming his or her schedule.
During the post-incident behaviour period the potential for the response resulting in reinforcing the student’s problem behaviour is extremely high. This is not the time to talk about the incident with the student. The goal at this point is to meet the student’s immediate physical/emotional needs (e.g. a drink of water) and resume a routine.
Behaviour Response Plan
© 2015 Behavioural resources Australia Pty Ltd All Rights Reserved
Page | 35
Simplified – Functional Behaviour Assessment
ERASE form
Explain What is the problem behaviour? Can you describe it in a way that someone else could act it out? When and where does it occur? What happens as a consequence of the problem behaviour?
Reason What is [add student name] getting out of this behaviour? Or what are they able to avoid by exhibiting this behaviour?
Appropriate What do you want [add student name] to do instead? Describe it in a way that someone else could act it out. When does [add student name] exhibit this behaviour?
Support How can you help this behaviour to happen more often? What ideas do you have for this? What is happening when they do behave appropriately? How can you draw on the student’s strengths in developing ideas?
Evaluate How will you know if your strategies have worked?
© Travancore School – Mental Health in Education
Page | 36
Simplified Functional Behaviour Assessment
Team Meeting Record
Student Name:
Meeting Date:
Support Team:
REFERRAL INFORMATION
Reason for referral:
EXPLAIN
Explain the problem behaviours that you have seen.
What happens before the problem behaviour
Describe the problem behaviours
What happens as a result problem behaviour
(consequences)
Explain appropriate behaviours that you have seen
What happens before the appropriate behaviour
occurs.
Describe the appropriate behaviours.
What happens as a result of exhibiting appropriate
behaviours?
Page | 37
What else do we know about the student that might help us to understand why the problem behaviours are being exhibited?
When is the behaviour of concern most likely to occur?
What is the student accessing or obtaining by exhibiting this behaviour? What is the student able to avoid/escape by exhibiting this behaviour?
Function of Behaviour (summary statement) When [student name] is [setting/situation/time of day] and [fast triggers], he/she [behaviours] in order to [consequences/function]. This is more likely to occur if [slow triggers]. E.g. When Jack is in afternoon line up and other students get too close, he hits them in order to escape from the situation. This is more likely to occur if there has been an incident at lunch play.
Page | 38
INTERVENTION
Describe the appropriate behaviour.
What should the student be doing? Describe it in a way that someone else could act it out.
When does the appropriate behaviour occur?
Can the student perform this behaviour? When does the student exhibit this behaviour?
SUPPORT
How can you help appropriate behaviour to happen more frequently?
Current
New
Predicting and preventing failure
What might lead to the failure of the support strategies?
How can we prevent this failure?
Page | 39
Demonstrating appropriate behaviour
What intrinsic reinforcement occurs when the appropriate behaviours are exhibited?
What extrinsic reinforcement occurs when the appropriate behaviours are exhibited?
Intrinsic reinforcement (e.g. increased self esteem)
Extrinsic reinforcement (e.g. incentives programs)
Consequences
What consequences will be put into place when problem behaviour occurs?
EVALUATE
How will you know when your support strategies have worked?
Measuring the appropriate behaviour
When and where Appropriate behaviour Benchmark
When and where should the behaviour occur?
What do you want the student to do?
What is the benchmark? (E.g. – three out of five
times)
Page | 40
FOLLOW UP
Set and date for follow-up meeting to discuss intervention outcomes
Date and time:
Was the intervention successful? Were the benchmarks met? YES NO
If Yes, increase benchmark expectations of current behaviour or address additional problem behaviours – specify below
If No, team must make decisions regarding how to proceed E.g. further assessment, adapt existing intervention, change intervention, lower benchmark, hands off with further monitoring
© Adapted from Scott, Liaupsin, & Nelson, 2002
Page | 41
Positive Behaviour Support (PBS) Coach
Classroom Teacher Referral
This referral request is available to all teachers at JSA and aims to provide staff with additional support for students with autism spectrum disorder. The Positive Behaviour Support Coach Referral request has the following objectives:
- Promote evidence based practice to ensure optimum outcomes for students with autism.
- Increase capacity of staff to support students with autism.
- Improve academic, social and wellbeing outcomes for students.
- Develop and retain expert knowledge in the area of PBS within the school. Referred coaching support is offered in the following area:
Secondary Preventative Strategies (Tier 2) – Intensive and targeted intervention; supporting students who are not responding to Primary Prevention efforts; Behaviour Support Plan development.
Tertiary Preventative Strategies (Tier 3) – Behaviour Response Plan development; Simplified Functional Behaviour Assessment; Care Conferences; understanding and intervening with the behaviour.
Functions of Behaviour – To gain or avoid – sensory, object/activity, attention; Functional Behaviour Assessment (FBA); functional replacement skills.
Management Strategies and Techniques – Preventative strategies; self-regulation; patterning; positive reinforcement; prompt; ignoring; modelling; processing time; schedules; waiting out; visual aids; motivating students.
Data Collection and Analysis – ABC data collection; Behaviour Graph; Behaviour Tick Sheet; data analysis; hypothesis development.
Please ensure that the following actions have occurred prior to submitting a request:
Gathered and reviewed data.
Implemented/trialled strategies recommended by sub school leader and ASD coach – In particular Tier 1 Preventative Strategies.
Implemented/trialled strategies by therapy staff - psychologist, speech therapist and/or occupational therapists where needed.
Consulted with a member of school leadership team. To request support please complete the following details and email to PBS Coach
Student name:
Date of referral:
Class:
Signed by SSL:
“Learning for Life”
Page | 42
Explain What is the problem behaviour?
Can you describe it in a way that someone else could act it out?
When and where does it occur?
What happens as a consequence of the problem behaviour?
Reason What is [add student name] getting out of this behaviour?
Or what are they able to avoid by exhibiting this behaviour?
Appropriate What do you want [add student name] to do instead?
Describe it in a way that someone else could act it out.
When does [add student name] exhibit this behaviour?
Support How can you help this behaviour to happen more often?
What ideas do you have for this?
What is happening when they do behave appropriately?
How can you draw on the student’s strengths in developing ideas?
Evaluate How will you know if your strategies have worked?
© Travancore School – Mental Health in Education
Form completed by:
Date:
Thank you for taking the time to complete this form.
Page | 43
School Performance Measure
(PBS Coach Referrals)
Teacher - Class or Individual Student -
PBS Coach – Initial reason for referral -
Date first referral meeting - Date final meeting -
The School Performance Measure is an individualised measure that is administered by members of the multi-disciplinary team (Speech, OT, Ed. Psych, Autism Coach and PBS Coach) at the commencement and closure of a referral. The specific focus of the Positive Behaviour Support Coach Performance Measure is intended to facilitate collaborative foci setting, between the PBS Coach and the teacher to achieve improved student outcomes. Focus areas for the referral are identified through the initial referral meeting and classroom observations, to determine specific and individualised delivery of support. There are 10 general areas which can be identified for support:
Secondary Preventative Strategies (Tier 2) – Intensive and targeted intervention;
supporting students who are not responding to Primary Prevention efforts; Behaviour
Support Plan development.
Tertiary Preventative Strategies (Tier 3) – Behaviour Response Plan development;
Simplified Functional Behaviour Assessment; Care Conferences; understanding and
intervening with the behaviour.
Functions of Behaviour – To gain or avoid – sensory, object/activity, attention;
Functional Behavioural Assessment (FBA); functional replacement skills.
Management Strategies and Techniques – Preventative strategies; self-regulation;
patterning; positive reinforcement; prompt; ignoring; modelling; processing time; schedules;
waiting out; visual aids; motivating students.
Data Collection and Analysis – ABC data collection; Behaviour Graph; Behaviour Tick
Sheet; data analysis; hypothesis development.
“Learning for Life”
Page | 44
Under these key areas, using self-assessment and reflection, the teacher is able to measure their progress in regards to their level of performance following the support provided during the PBS coaching sessions. The following 1-10 scale is used to rate each area of support.
Identified area for support:
Goal:
Teacher self assessed level of performance:
Pre-referral Post-referral
Example:
Data Collection and Analysis
Example:
To develop a data collection process that is effective, valuable and time efficient.
Example:
4
Example:
9
1 2 3 4 5 6 7 8 9 10
No
t Ad
eq
uate
Very
Po
or
Po
or
Fair
Ad
eq
uate
Mo
re th
an
Ad
eq
uate
Go
od
Reaso
nab
ly G
oo
d
Very
Go
od
Excelle
nt
Page | 45
Antecedent-Behaviour-Consequence Data Collection
Data recorded for: ________________________________________________________ (student name)
Date & time & staff
Antecedent Behaviour (describe) Consequence
What occurred before the behaviour?
Describe what you see What happened immediately after the behaviour? Possible payoff?
Page | 46
Behaviour Tick Sheet (Frequency) Name: Term & Week: Target Behaviour:
Date: Mon Tue Wed Thurs Fri 9:00 -9:30
9:30 – 1000
10:00 – 10:30
10:30 – 11:00
11:00 – 11:30
11:30 – 12:00
12:00 – 12:30
12:30 – 1:00
1:00 – 1:30
1:30 – 2:00
2:00 – 2:30
2:30 – 3:00
Page | 47
Frequency Tally Sheet – PBS
Behaviour Session 1 Oval Morning tea
Session 2 Oval Lunch Session 3
Level 3
3.6) Punch and kick staff.
3.5) Throw classroom chairs towards staff and students.
3.4) Attempt to bite staff.
3.3) Will run out of the classroom.
3.2) Will scream at staff and students while crying.
3.1) He will also scream at staff and students.
3.0) Damage classroom property
Level 2
2.8) Walk out of the classroom.
2.7) He will tend to refuse verbal directions.
2.6) He will either pace in the breezeway area or sit outside the therapy office.
2.5) Cries out ‘No!’ begins to walk around the classroom.
2.4)
2.3)
2.2)
2.1)
2.0)
Level 1
1.4) Raise his voice.
1.3) He will appear anxious and sad.
1.2) Will avoid eye contact and not respond to staff requests.
1.1) Will require time to process verbal instructions. Will require prompts to follow verbal instructions.
1.0) Will come into the classroom but will require time to settle to class.
Level 0 0) Will listen to staff instructions and will participate in all class sessions calmly. Will interact with students calmly and positively.
Comments:
Page | 48
6 Simple Steps to Teaching a New Behaviour or Skill
1
Set a clear goal
Choose one behaviour or skill that can replace a challenging behaviour or is useful to your child. Set a SMART goal - Specific Measureable Achievable Relevant Timed.
2
Prepare
Think through teaching the behaviour or skill & get everything you need. For example; visual supports, Social Stories, timer, video. Consider where you will set things up, who will teach & when? Set up the learning environment for success- think visual, think structure.
3
Demonstrate & teach
Model and/or demonstrate the skill you are teaching. Use prompts, role plays, video, visual supports, Social Stories etc…
4
Practice
Practice consistently until the skill is learned. Give the learner the help they need at each step & provide positive feedback and rewards.
5
Generalise
Practice the skill with different people, places, times of the day and materials. Remember as they learn the skill to fade your help to increase independence.
6
Maintain overtime
Monitor the new behaviour or skill so it is not forgotten & give opportunities to practice.
Page | 49
©Autism Spectrum Australia
