Positive Behavior Plan

Begin by identifying and objectively defining the behaviour.

Brendan screams, ran and hid behind jackets towards the back of the class and pointed to

the video.

Decide on how to alter the antecedents of the behaviour in your scenarios to

promote positive behaviour change.

In the morning session during circle time Brendan and her classmates sat on the carpet

with approximately 15 other students while class teacher showed a video with 5 little

monkey sitting on the bed, to the entire class while present in the room were, one ECE

and two EAs.

Write down possible consequences to the behaviour you have operationally defined.

a EA told Brendan to stop screaming and showed her a pic.

b Teacher and EA ignores Brendan
c Brendan stop screaming
d Brendan walked along the hall
 Identify the possible function of the behavior you have identified. What is the

rationale for the function you selected?

a escape, avoidance/tangible
b sensory needs,

Describe appropriate replacement behavior that will achieve the same function

(what new skill will the student need to get needs met?)

a Brendan is offered a choice to select her preferred activity

b Teacher modify the environment by providing a happy box for her
c She will learn conversation skills using a communication board or visual scripts
d A visual schedule can help her to know what her daily class activities will be
e Brendan will learn to label her emotions to say, whether she is feeling happy, sad,

scared, say please stop, I want to leave

Desired behavior:
Brendan should improve communication skills by asking for what
She needs. She can increase increased positive behavior by choosing a preferred activity.
she needs and develop self-calming techniques.

What is the rationale for the function selected

My reason for the function of behavior is that while Brendan ran away she hid behind

the jackets while pointing to the video. She appeared to be frightened by what she

was watching. She did not return to join the class until the video stopped.

REFERENCES

Reflective Educational Practices for Studens with ASD (2007) Queens Printer for

Ontario.

https://slate.sheridancollege.ca/d2l/le/content/353684/viewContent/5062103/ViewR

etrieved from:

Tate J.(2017) Other antecedent Strategy Erinoak Kids Retrieved from:

https://slate.sheridancollege.ca/d2l/le/content/353684/viewContent/5062103/View.

Tate J (2017) Understanding Challenging Behaviour Retrieved from.

https://slate.sheridancollege.ca/d2l/le/content/353684/viewContent/5062103/View