Alison Baillie EPSE 433 December 2011

Positive Behavior Support Plan Sally Shoemaker

Brief Summary of Focus Person Sally is a 6 year old girl with autism. She is in a regular grade 1/2 combined class in West Vancouver and has a full time SEA to support her in the classroom. She lives with her Mom, Dad and grandparents and they are wonderful advocates for her. Her family has financial stability and are able to provide her with a private behaviour consultant. Sally is an active child and has a healthy gluten free diet. Sally has an excellent memory and enjoys building lego and working on math equations. Sally is not working within grade level expectations with the exception of math and has difficulty with language, social skills and comprehension. Brief Summary of the Critical System Strengths and Concerns (school) Strengths include the dedication of the school team (classroom teacher, SEA, resource teacher and school principal). Additionally, the kids in the class enjoy spending time with Sally and like working in groups with her. The district behaviour teacher has recently been added to the team and is sharing her wealth of experience. Concerns include Sallys health as she often holds her bowel movements for days. Although the parent and school relationship is good, she has a behaviour consultant who can be difficult to work with and provides suggestions that are hard to implement in a class of 24 students.

Brief description of the two routines addressed in the PBS plan 1) The first routine addressed involves non-preferred work time in the classroom. The expectation is that Sally starts on her work and asks for a break when she needs it. There are also scheduled breaks every 10 minutes during seat work. Once she completes her work she gets reward time. 2) The second routine is during gym class. The expectation is that Sally participates in gym with her peers and listens to teacher instructions. A break will be granted whenever she asks for one and there are scheduled breaks every 10 minutes in gym class.

Problem Behaviours 1) During non-preferred activities Sally suddenly jumps out of her chair and runs out of the classroom. She is very fast and often waits until the teacher or SEA is not looking. As she runs down the hall she screams and often runs through other classrooms. When her SEA or teacher get to her she often lies down flat on the floor and makes silly noises or if she runs to the bathroom will lock the door and not come out. The problem being addressed is the running away from class. 2) During gym class, Sally often suddenly runs out of the gym. She often screams as she runs and will run through the hallways and into other classrooms. She is very fast and often bolts when she is close to a door. The behaviour we are addressing in this plan is the running away. CPD: non-preferred activity time

complete work (setting event) SEA not present

setting event

teacher praise/ break (maintaining consequence)

attention/ escape from demand maintain consequence/function

independent work
antecedent/trigger

runs out of class

problem behaviour

asks for break/help

alternate replacement behaviour

Running out of classroom Strategies that make problem behaviours irrelevant, ineffective and inefficient Setting Event Strategies
- change SEA break schedule to preferred activity time - change location of desk to middle of classroom where the door is not in view

Preventative Strategies
- provide a visual schedule for Sallys desk of how the work time is broken down -provide a timer to show how much work time is expected until she can have a break - make sure the activity is engaging and doable for her - pre-correct expectations for seat work

Teaching Strategies
- teach Sally how to ask for help or a break using a visual card - develop a social story about asking for a break - display a stop sign at the door as a reminder to ask for a break (teach her how to use)

Consequence Strategies - provide praise/

reinforcement contingent on appropriate behaviour during seat work (no running away)

- provide a break choice for walking in the hall when expectations are met - redirect Sally back to class with a boardmaker symbol and minimize attention she receives from running - loss of choice break when running occurs

Setting Event Strategies: Non-preferred activity time 1) Redesign the SEAs break schedule to preferred activity time. Right now breaks are scheduled during seat work which is a difficult time for Sally. If possible, change the times to explorations or art when Sally is engaged and problem behaviour happens less often.

2) Move Sallys desk to the middle of the classroom where she is not directly looking at the door. Additionally, place her on the inside edge of the carpet during carpet time so it is more difficult to get up and run out of the classroom. On this side she will not have direct sight of the door.

Preventative /Antecedent Strategies: non-preferred activity time 1) Visual schedule of expectations during seat work. Using boardmaker picture symbols with words Sally will be able to see the breakdown of the period. She will have built in breaks and a break card to use if she likes. The visual schedule will show her what is expected of her in a concrete way. 2) Use a visual timer to show Sally how much work time is left until she has a break. A break must be provided when the time is up. 3) Re-design the activity to make sure it is concrete enough for Sally to understand. Providing something engaging and at her level will help minimize running away. 4) Pre-correct non-preferred time. Review expectations of seat work with Sally before she begins. Remind her of scheduled breaks and that she will be granted a break if she asks for one.

Teaching Strategies: Non-preferred activity time 1) Teach Sally to ask for help or a break. Provide her with a help card and a break card and model that if she hands it to the teacher or SEA she will get help or a break. A verbal prompt ask for a break or pointing to the break card can be given. Provide help or a break immediately every time she asks. 2) Write a social story targeting the skill of asking for help or a break and staying in the classroom. Review the story before non- preferred time (seat work) 3) Display a stop sign on the door from boardmaker that says stop, ask teacher for break. Teach Sally what this means and reinforce her behaviour with praise

and a break every time she is able to stop herself. Teach her through teacher and SEA modelling.

Consequence Strategies: Non-preferred activities 1) When Sally completes work and follows directions provide lots of praise and reinforcement. I really liked how you completed 2 questions all by yourself now it is time for your break. Reinforce all positive behaviour at the beginning. 2) Since Sally likes walking in the halls create a new break choice of going for a walk. Offer her the choice contingent on her completing her work or asking for a break. 3) If Sally runs out of class, show her the back to class sign and do not engage in conversation with her. Take her right back to the activity she was working on. 4) Loss of choice break. When Sally runs away she will lose the option to choose her break. She will still receive a break as she needs them but will not get to choose. A contingency map will demonstrate the two paths. Crisis Management: In the event that Sally runs out of the classroom it is imperative that an adult follow her. If her SEA is in the room, she will be the one to go and get Sally. If her SEA is on a break then the teacher must follow her due to safety concerns. There is a yellow card by each of the doors. In the event that the teacher needs to leave the room, 2 designated students are to take the yellow card to the office. The office staff is prepared to send someone to supervise the class while the teacher is working with Sally. Students in the class are trained to let the teacher know if Sally leaves the classroom. In the event that the positive behaviour plan does not work and Sally runs away her safety is the most important thing and the crisis plan is to be followed.

Monitoring and Evaluation: 1) Frequency and level of Problem Behaviour: Sallys SEA will keep a tally of how often Sally is engaging in problem behaviour. She will record ABC data so the plan can be tweaked as necessary. She will also record prompted and non-prompted times when she asks for help or a break. This data will be reviewed by the school team. 2) Monthly meeting: The school team will meet monthly to looks at the data and discuss what is working and what is not. They will also discuss if the plan is too difficult and if it is being implemented properly. Changes will be made as necessary. CPD - Running around or out of the gym

participate in games (setting event) no BM in days

setting event

teacher praise/ break

(maintaining consequence)

group game in gym

antecedent/trigger

runs out of gym

problem behaviour

attention/ escape from demand maintain consequence/function

asks for break/help

alternate replacement behaviour

Setting Event Strategies

- pre-teach games at home - keep noise level at a reasonable level - if no BM movement in last few days, have Sally work on individual skills in gym with SEA

Preventative Strategies
- use visual schedule in gym class to set clear expectations - partner Sally with another child to assist her with the games - Pre-correct how to ask for a break or help and make sure she has access to these cards in the gym -shorten gym time for Sally and have other activities for her to complete in class

Teaching Strategies
-teach her how to ask for a break or help with visual symbols - Review a social story about gym class with Sally before class

Consequence Strategies
- provide praise/ reinforcement contingent on appropriate behaviour during gym (no running away) - provide a break choice for walking in the hall when expectations are met - redirect Sally back to gym with a boardmaker symbol and minimize attention she receives from running - loss of choice break when running occurs

-If major PB use crisis plan PBS strategies for running away during gym class

Setting Event Strategies: Gym 1) Provide Sallys family with information about games that will be played in gym on a weekly basis. This way they can practise the games at home and

she will know what to do when the game is introduced in class. Her confidence will be higher. 2) Sometimes the gym can be a very noisy place. Set expectations for the class and review them before each class to minimize the noise level in the gym. For example screaming is not acceptable in the gym. Do not play music in the gym as it is too distracting. 3) If Sally has not had a bowel movement in the last few days, give her the choice of going to gym or working on movement activities in the classroom with SEA. She is very uncomfortable when this happens and often upset. Reading the situation and checking in with parents is important. Preventative Strategies: Gym 1) Use visual schedule of gym activities. Using boardmaker symbols show Sally how gym class is going to be made up each day. 2) Partner Sally up with a child she enjoys working with. They can play the game together and the partner can be a model for Sally of the expectations of the group. 3) Pre-correct Sally to ask for a break or help before gym class and allow her to observe the game before she gets involved. 4) Shorten gym class for Sally. Instead of the typical 45 minutes, Sally could attend gym class for 20 minutes and then have the choice to stay or work on movement activities with her SEA in class. Teaching Strategies: Gym 1) Teach Sally to ask for help or a break. Provide her with a help card and a break card and model that if she hands it to the teacher or SEA she will get help or a break. A verbal prompt ask for a break or pointing to the break card can be given. Provide help or a break immediately every time she asks. 2) Design a social story specifically for gym class. Review the social story with Sally before gym class. Consequences Strategies: Gym

1) Provide praise and reinforcement for Sally when she is participating in gym activities with her peers. Engage with her during this time as she loves teacher attention. 2) Since Sally likes walking in the halls create a new break choice of going for a walk. Offer her the choice contingent on participating in gym class or asking for a break. 3) If Sally runs out of class, show her the back to class sign and do not engage in conversation with her. Take her right back to the activity she was working on. 4) Loss of choice break. When Sally runs away she will lose the option to choose her break. She will still receive a break as she needs them but will not get to choose. A contingency map will demonstrate the two paths. Crisis Management In the event that Sally runs out of the gym it is imperative that an adult follow her. If her SEA is in the room, she will be the one to go and get Sally. If her SEA is on a break then the teacher must follow her due to safety concerns. The teacher will carry a yellow card with her to the gym. She will pass the yellow care designated students and follow Sally. In the event that the teacher needs to leave the gym, 2 designated students are to take the yellow card to the office. The office staff is prepared to send someone to supervise the class while the teacher is working with Sally. Students in the class are trained to let the teacher know if Sally leaves the gym. In the event that the positive behaviour plan does not work and Sally runs away her safety is the most important thing and the crisis plan is to be followed. Monitoring and Evaluation: 1) Frequency and level of Problem Behaviour: Sallys SEA will keep a tally of how often Sally is engaging in problem behaviour. She will record ABC data so the plan can be tweaked as necessary. She will also record prompted and non-prompted

times when she asks for help or a break. This data will be reviewed by the school team. 2) Monthly meeting: The school team will meet monthly to looks at the data and discuss what is working and what is not. They will also discuss if the plan is too difficult and if it is being implemented properly. Changes will be made as necessary.