EDUC9512 Assignment 2

Positive Behaviour Support Plan

Ian is a six year old boy and is the only child of parents who run a
small business in Singapore. His parents are very supportive of his
learning needs and try to reinforce at home what has been taught in
school. Ian also has a caregiver who has looked after him since he
was two months old.
In March 2005, at aged 5 years and 2 months Ian was diagnosed
with autism spectrum disorder (ASD) and hyperactivity. Ians learner
characteristics associated with autism can be divided into five
categories. These include cognitive, emotional, social, language and
characteristics, and behavioural characteristics.
Ians cognitive characteristics include problems regulating and
controlling his behaviour. Emotional characteristics of Ian comprise
of difficulties in controlling his emotions and difficulties
understanding and interpreting emotions of others (Rump,
Giovannelli, Minshew, & Strauss, 2009).
Language and communication characteristics of Ian encompass
difficulties in relating and communicating with other people. Ian
demonstrates little to no use of functional speech and must be
taught to use alternative means of communication such as learning
to use Picture Exchange Communication System (PECS) to
communicate his needs.
The Organization for Autism Research (2004) specify children with
ASD may have difficulty with spoken language or recognising that
their thoughts and feelings can be shared or communicated with
others. In the absence of verbal language there is usually no
attempt to use other means of communication such as gestures.
With prompting, Ian will point at things he wants, or he looks
intently at the person for help. If demands are not met immediately,
wrist biting and screaming will occur.
Lilienthal (2008) reports that children with ASD lack the
communication ability to use gestures to compensate for their lack
of speech. Thus, many children with ASD have little means of
functional, appropriate communication and this leads to frustration
and challenging behaviours. Ian communicates mostly through
behaviours such as biting, screaming, smacking and tantrums to ask
for something he wants, or to protest about something.

By Jaye Ventura | Student Number: 2133549

EDUC9512 Assignment 2

Positive Behaviour Support Plan

The Organization for Autism Research (2004) conclude that children
with ASD have challenges with social interactions. For example, they
may have difficulty with pretend play or turn taking. Social
characteristics of Ian encompass the inability to engage in parallel
play independently and he needs to be encouraged to share and
play cooperatively.
Behaviours associated with individuals with ASD include, obsession
with objects and compulsive behaviour patterns (licking, flapping
arms, spinning). Play is often repetitive and individuals feel the need
to fix or rearrange things (Davis, 2012).
Additional behavioural characteristics of Ian consist of spinning
around, arranging alphabet puzzles in a line, playing with toy trains
on a single straight track and resisting changes in lessons.
Ian has difficulties transitioning from one activity to the next. The
transitions frequently result in self-injurious behaviour. Organization
for Autism Research (2004) affirm individuals with autism have a
need for sameness and have a need for structure in their lives. Ian
has difficulty with unstructured time and waiting when transitioning
to go home. When the wait time is too long, he will engage in
problem behaviour such as wrist biting and screaming.
Ian is calm walking to and from school. During school time the
activities he enjoys the most are free play, soft play and water play.
At home Ian is happy watching television, videos, and playing trains.
Ian enjoys meal times and his most preferred treats are lollipops,
skittles and mint candy.
The reasons for the Positive Behaviour Support Plan are to provide
support that Ian needs to improve his capability and quality of life,
and reduce the occurrence of the problem behaviour. The Functional
Assessment indicates that Ian engages in problem behaviour when
there are demands or requests made of him to terminate an activity,
when the new task is difficult, or the task is an un-preferred activity.
Ians problem behaviour also occurs when there are frustrations
over communication and he has had less than six hours sleep the
night before. Ian has limited speech and communicates his needs by
biting his wrist and screaming, smacking an adult or child on the
back and throwing tantrums. The interventions described in the plan
are intended to address these issues.

By Jaye Ventura | Student Number: 2133549

EDUC9512 Assignment 2

Positive Behaviour Support Plan

Based on the Functional Assessment data gathered, the intervention
goals are to reduce Ians target behaviour and to increase an
alternative optimal behaviour when Ian is asked to start a new task.
The behavioural objective is for Ian to request extra time on an
activity using PECS. The criteria will be the level at which Ian
demonstrates success; the goal is for five consecutive days (see
Appendix 1 for additional objectives).
Indirect and direct assessment data support the following
hypothesis. Ian engages in screaming and wrist biting in order to
avoid or escape a request or demand made of him.
The problem behaviour increases when Ian has had less than six
hours sleep the night before. Other setting events include when
there is a change in routine or activity. Ians antecedents
frequently occur when demands or requests are made of him to
terminating an activity he is enjoying, or to start new or difficult
tasks.
The desired general positive behaviour pathway is for Ian to
transition on to new tasks smoothly. To reinforce this positive
behaviour Ian will be rewarded with tokens that can be used to
spend more time on preferred activities. In lieu of problem
behaviour when the general positive behaviour pathway fails, Ian
will communicate using PECS to request extra time to continue the
activity he is working on at the time.
A Positive Behaviour Support Plan for Ian is a strategy to reduce
target behaviours. It aims to decrease the frequency and severity of
the problem behaviour, increase his learning time, and enhance his
quality of life.
A setting event strategy to help achieve the behavioral objective is
having one of Ians parents or caregiver phone the school to inform
key personnel when Ian has had a poor nights sleep and has slept
for less than six hours.
To prevent problem behaviour, antecedent interventions will be in
place to set Ian up for success. There are four strategies for
enhancing the classroom environment and reducing antecedents.
The first is catering for Ians need for sameness. Establish a
predictable environment. Follow school procedures and reinforce
rules consistently. Have the classroom rules posted in a place where
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By Jaye Ventura | Student Number: 2133549

EDUC9512 Assignment 2

Positive Behaviour Support Plan

Ian can see them. Keep the classroom consistently organised and
have a daily schedule in one place in the classroom. Define and
teach classroom routines how to predict the schedule for the day,
when it will occur, with whom, and for how long.
The second is Providing Ian with smooth transitions to new tasks.
At the start of each day have the teacher do a quick preference
assessment to make sure she knows which activity Ian would like to
do, to motivate him throughout the day.
Have a taught routine and use sensory icon picture cards to
introduce new activities. Where possible provide choices, make
activities interesting. Conduct smooth transitions between tasks and
activities and introduce new tasks slowly. Engage Ian immediately
and end the activity providing feedback with instruction and provide
specific information about what happens next.
The third antecedent strategy is to promote a more positive attitude
towards Ians least preferred activities. For Ian these are working
with teacher, alone time, and housecraft lessons. To motivate Ian to
work in an unpreferred activity, build his motivation by rewarding
performance of desired behaviours.
The fourth strategy is to introduce difficult tasks in a simplified
manner. Change the task or activity to reduce the difficulties and
expectations, such as duration. Before introducing difficult tasks,
review/reteach the task. Allocate the most time to instruction to
increase teacher led engagement. Ensure the lesson is well
designed and paced. Break the task down, giving one-step
instructions. With the teacher doing the first problem, then
completing the second problem with Ian.
Remind Ian of alternative behaviours before and during the activity
or task. Provide breaks and help Ian immediately if he needs
assistance. Model task related behaviour and appropriate behaviour
and end the task on a positive note.
Intervention teaching strategies include teaching new replacement
skills in place of the problem behaviour that still serves the same
function to Ian. The replacement skills which need to be taught
include appropriate ways to request extra time on an activity, asking
for assistance, asking for a break, and requesting to end an activity
early, using PECS as a method for communication.
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By Jaye Ventura | Student Number: 2133549

EDUC9512 Assignment 2

Positive Behaviour Support Plan

The desired behaviour will be described, modeled and practice
together. The correct aspects of Ians behaviour will be pointed out
and other acceptable behaviour will be reinforced.
A positive reinforcement to help decrease Ians target behaviour and
to increase his communication using PECS, he will receive tokens as
well as having his request granted. The use of a token economy will
be used to support social reinforcement. Ian will earn tokens for
engaging in desirable behaviors. The tokens can be traded in for
extra time to spend on his prefered activity. After Ian has a built up
reinforcers (tokens) a response-cost system will occur where a token
will be taken away immediately after undesirable behavior has been
produced. Once Ian knows the routine rather then rely on teacher
prompts Ian will be taught self-management behaviour.
To further help Ian succeed, the teacher will remind Ian what to do
and redirect him to appropriate replacement behaviours prompting
previously taught skills. The teacher will give feedback about the
behaviour and remind Ian his reinforcers to keep him motivated to
change his behaviour.
Research has shown that the most significant and enduring benefits
of an intervention are seen when the strategies are implemented as
a team and parents are trained in the teaching methods involved in
the childs education (Delmolino & Harris, 2012).
The prevention such as antecedent and environmental setting
strategies have been designed to alter or remove variables that
trigger Ian to reduces the chances of the target behaviour occurring.
The intervention strategies highlighted in the PBS Plan have been
selected as they are aligned with the function of Ians target
behaviour. Ian screams and bites his wrist to escape and avoiding
doing new or difficult tasks. These intervention strategies are the
least restrictive interventions that are most likely to produce
positive changes in Ians behaviour.
The underlining cause of Ians behaviour is to escape or avoid new
or difficult tasks. He attempts to communicate through screaming
and biting his wrist. The teaching strategies are aimed at reducing
the target behaviour by teaching Ian alternative communication

By Jaye Ventura | Student Number: 2133549

EDUC9512 Assignment 2

Positive Behaviour Support Plan

strategies that serve the same function as screaming and wrist
biting.
Differential reinforcement of an alternative behaviour (DRA) has
been selected for Ian as it increases the desirable behaviour while
decreasing the likelihood of undesirable behavior. Borgmeier &
Horner (2006) research shows the effectiveness that DRA has in
reducing target behaviour. Consequently, DRA has been selected for
Ian.
To evaluate the effectiveness of the plan, the same data collection
method used in the Functional Assessment needs to be used again
to be able to compare the new data results to the baseline data.
Data was collected using event recording (see Appendix 3 for form).

Descriptions of the problem behaviours comprise of wrist biting

which is any instance where Ian brings his hand to his mouth to bite
his wrist, sometimes until it bleeds. This occurs from five to six
times per day varying from 5-10 seconds in duration. Ian screams
after biting his wrist. Screaming which is a loud, high-pitched
noise, sometimes even screeching and at times can be heard
outside the classroom. This also occurs five to six times per day and
varies from 5-10 seconds in duration.
The PBS Plan will prove to be effective, as Ian has been positively
reinforced immediately after a behaviour that competes with the
target behaviour. The rates of the target behaviour data collected
will steadily decrease.
There will be a significant decrease in Ians behaviour compared to
his baseline data. Within three months Ian will achieve the
behaviour objective specified in the plan and ask for extra time
using PECS.
A PBS Plan offers a formalised plan that focuses on specific goals
and objectives designed to increase an individuals quality of life.
While it is important to consider individual characteristics of the
learner, there are preventive strategies that are appropriate to use
with the whole class to assisting several students.
Clearly teaching, modeling and reinforcing universal interventions
such as school and class-wide systems, classroom routines, and
displaying a daily class schedule will reduce chaos, uncertainty and
anxiety for many students.
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By Jaye Ventura | Student Number: 2133549

EDUC9512 Assignment 2

Positive Behaviour Support Plan

Total word count: 2,090

By Jaye Ventura | Student Number: 2133549

EDUC9512 Assignment 2

Positive Behaviour Support Plan

Appendix 1

Conditions

New or difficult
task
Transition to
new activity

Transition to go
home

Learner Behaviour

Ian

Ian

Ian

Proble
m
Behavi
our

Conditi
on

Stude
nt

Bites
his
wrist
and
scream
s

New or
difficult
task

Ian

Criterion

Will use PECS to ask

for assistance
Will use PECS to ask
for extra time in the
activity
Will use PECS to ask if
he can check the
schedule board to take
go home card

For 5
consecutive
days
For 5
consecutive
days

Behaviour

Criteria

Decision

Will use PECS to

ask for help

For 10
consecuti
ve days

Punishment
Response
cost

Differential
Reinforcem
ent of
alternative
behaviour

Bites
his
wrist
and
scream
s

Transitio
n to new
activity

Ian

Will use PECS to

ask for extra
time in the
activity

For 10
consecuti
ve days

Bites
his
wrist
and
scream

Transitio
n to go
home

Ian

Will use PECS to

ask to check the
schedule board
to take go
home card

For 10
consecuti
ve days

For 5
consecutive
days

Differential
Reinforcem
ent of
alternative
behaviour

By Jaye Ventura | Student Number: 2133549

EDUC9512 Assignment 2

Positive Behaviour Support Plan

s

By Jaye Ventura | Student Number: 2133549

EDUC9512 Assignment 2

Positive Behaviour Support Plan

Appendix 2

Competing Behaviour Model

Maintaining Consequence
Gets more time to spend on preferred activities
Desired Behaviour
Moves on to new task
Setting Event

Antecedent
Demands/requests
Transitions
Change in routine or activity
Difficult task
Unpreferred activity
Less than 6 hours sleep the night before

Problem Behaviour Maintaining Consequence

To escape from the new or difficult tasks
Bites wrist then screams

Replacement Behaviour
Uses PECS to request extra time to continue the activity

10

By Jaye Ventura | Student Number: 2133549

EDUC9512 Assignment 2

Positive Behaviour Support Plan

Appendix 3

Event Recording Form

Name of person tracking behaviour:
Name of Student: Ian
Behaviour: Wrist biting and screaming
Behaviour definition:

Wrist biting any instance where Ian brings his hand to

his mouth to bite his wrist
Screaming a loud, high-pitched noise, sometimes
even screeching

Date:

Day: 1

Time

Lesson

8.30 9
am
9 9.30
am
10 10.30
am
10.30 11
am
11 11.30
am
11.30 12
pm
12 12.30
pm

Tally every time the

behaviour occurs

Total number of
times
the behaviour
occurred

One-onone
Work
alone
Free play
Recess
Soft play
House
craft
Going
home
Total

Date:

Day: 2

Time
8.30
am
11

Lesson
9

Tally every time the

behaviour occurs

Total number of
times
the behaviour
occurred

One-onone
By Jaye Ventura | Student Number: 2133549

EDUC9512 Assignment 2

Positive Behaviour Support Plan

9 9.30
am
10 10.30
am
10.30 11
am
11 11.30
am
11.30 12
pm
12 12.30
pm

Work
alone
Free play
Recess
Soft play
House
craft
Going
home
Total

References
Borgmeier, C., & Horner, R. H. (2006). An evaluation of the
predictive validity of confidence ratings in identifying Functional
Behavioral Assessment hypothesis statements. Journal of Positive
Behavior Interventions, 8 (2), 100-105.
Davis, R. (2012). Autism characteristics. Retrieved 11 10, 2014, from
Austism Solutions Centre:
http://www.calgaryautism.com/characteristics.htm
Delmolino, L., & Harris, S. L. (2012). Matching children on the autism
spectrum to classrooms: a guide for parents and professionals.
Journal of Autism and Developmental Disorders , 42 (6), 1197-1204.
Lilienthal, N. (2008, October 19). Characteristics of Autism.
Retrieved November 6, 2014, from Speech Language Pathology
Guru: http://www.speechpathologyguru.com/characteristics-ofautism-a12/
Organization for Autism Research. (2004). Life Journey through
Autism: An Educator's Guide. 1-60.
Rump, K. M., Giovannelli, J. L., Minshew, N. J., & Strauss, M. S.
(2009). The development of emotion recognition in individuals with
autism. Child Development, 80, 1134-1447.
Witmer, S. E., & Ferreri, S. J. (2014). Alignment of instruction,
expectations, and accountability testing for students with Autism
Spectrum Disorder. Focus on Autism and Other Developmental
Disabilities, 29 (2), 131.

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By Jaye Ventura | Student Number: 2133549