1. 1 Promoting Social Emotional Competence Individualized Intensive Interventions: Developing a Behavior Support Plan CSEFEL 3b3b

2. 2 Agenda Introduction to the Topic Group Discussion: Changing How You View a Problem Importance of PBS Process of PBS Overview Components of a Behavior Support Plan Building the Plan: Prevention Strategies Building the Plan: Teaching New Skills Skill Instruction Throughout the Day Responding to Problem Behavior Effective Teaming & Teaming Logistics Developing a Behavior Support Plan as a Team Monitoring Outcomes When Problem Behavior Returns CSEFEL 3b3b

3. 3 Learner Objectives Identify the steps of the process of PBS. In this workshop, you will learn to: Understand the difference between PBS and traditional discipline approaches. Describe strategies that may be used to prevent problem behavior. Identify replacement skills that may be taught to replace problem behavior. Develop a behavior support plan for a case study child. CSEFEL 3b3b

4. 4 Promoting Social Emotional Competence Creating Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions

5. 5 CSEFEL 3b3b Tom Herner (NASDE President, Counterpoint 1998, p.2) “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……..... ……….teach? ………punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President, Counterpoint 1998, p.2)

6. 6 Importance of Positive Behavior Support

7. 7 Process of Positive Behavior Support Step 1: Establishing a team and identifying goals of intervention Step 2: Gathering information (functional assessment) CSEFEL 3b3b

8. 8 Process of Positive Behavior Support Step 3: Developing hypotheses Step 4: Designing behavior support plans Step 5: Implementing, monitoring, evaluating outcomes, and refining plans CSEFEL 3b3b

9. 9 Hypothesis Statement Description of the problem behavior Predictors of the problem behavior Purpose of the behavior Maintaining consequences CSEFEL 3b3b

10. 10 Hypothesis Statement Jackson avoids the demands of activities that he finds difficult (structured language-based activities, sharing objects, interactive play) by resisting or withdrawing. If pushed to participate, Jackson will react by throwing objects, screaming, or stating “shut up.” When Jackson resists, adults will often give up or allow him to leave the activity. CSEFEL 3b3b

11. 11 Given 60 seconds, use 4 straight lines to connect all of the dots without lifting your pen

12. 12 Answer

13. 13 A box to think outside of: Child

14. 14

15. 15 Behavior Support Plan Components Behavior Hypotheses - Purpose of the behavior, your best guess about why the behavior occurs Prevention Strategies - Ways to make events and interactions that predict problem behavior easier for the child to manage Replacement Skills - Skills to teach throughout the day to replace the problem behavior Responses - What adults will do when the problem behavior occurs CSEFEL 3b3b

16. 16 Observation Vignette #1

17. 17 Observation Vignette #2

18. 18 Observation Vignette #3

19. 19 Prevention Strategies What can be done to make problem behavior irrelevant (how can the environment be changed to reduce the likelihood that problem behavior will occur)? Do the selected procedures that fit in the natural routines and structure of the classroom or family? CSEFEL 3b3b

20. 20 Prevention Strategies Use what works! Can be anything that helps the child not respond to the trigger or changes the trigger so it does not cause problem behavior CSEFEL 3b3b

21. 21 Prevention: Choice Choice can be offered using photographs, visuals, or actual objects When used as a prevention strategy, choices must be offered explicitly and personally to the child Choices should represent options of desirable activities or materials CSEFEL 3b3b

22. 22 CSEFEL 4

23. 23 CSEFEL 4

24. 24 CSEFEL 4

25. 25 CSEFEL 4

26. 26 Prevention: Safety Signal Make eye contact and gain the child’s attention Provide a warning to the child (e.g., 5 more minutes or 3 more times) Give the child several countdowns (e.g., 2 more times, 1 more time, all done) State the ending activity and activity to follow (“5 more minutes, then clean- up”) Use visuals, photos, or object to represent next activity CSEFEL 3b3b

27. 27 CSEFEL 4 Safety Signal

28. 28 Prevention: Visual Schedule Use photos or line drawings Depict the major activities or steps of an activity Assist the child in removing the visual once the activity is complete CSEFEL 3b3b

29. 29 CSEFEL 4 Mini Schedule

30. 30 Mini Schedule First Then

31. 31 Prevention: Visual Activity Analysis Provide visuals of the steps used within an activity (e.g., art project) Child can use the visuals to complete activity independently Some children may need to remove each visual when steps are completed CSEFEL 3b3b

32. 32 Wet hands. Get soap. Wash hands. Dry hands. Throw away. 12345 Washing Hands Activity Analysis Using Clip Art

33. 33 Prevention: Visual Guidance Provide visuals for children that highlight boundaries Use feet for line-up (each child stands on a set of footprints), carpet squares for circle time, mats for block structures CSEFEL 3b3b

34. 34 CSEFEL 4 Visual Guidance

35. 35 Activity Turn Taking Cue

36. 36 Prevention: Activity Arrangement Arrange activities so that child understands steps Have all materials accessible to eliminate wait time Demonstrate activity before prompting child to begin Break down activity to accommodate differing developmental levels Use partial participation, promote the participation of children who may only be able to do one part or one step CSEFEL 3b3b

37. 37 Prevention: Materials Accommodation Arrange activities to provide accessible materials and decrease child frustration Provide enough materials for # of children in activity; provide same materials for toddlers (same color, same type) Provide adapted materials (e.g.,roller paints, special scissors) CSEFEL 3b3b

38. 38 CSEFEL 4 Materials Accommodation

39. 39 Prevention: Scaffolding Interactions Move into play situation Interpret need of child with challenges (e.g., “Billy, do you want to build?”) Assist the child with turn-taking or peer entry (“Joey, can Billy build on the Lego table?”) Continue with questions or instructions until children begin playing. Try to be minimally intrusive; only do what is necessary Move out of situation as soon as possible CSEFEL 3b3b

40. 40 Escape (e.g., activity, demands, social interaction) PREVENTION STRATEGIES Modify task length, modify expectations Modify materials Modify instructions, modify response mode Break task down Provide choice Modify seating arrangements Reduce distractions Provide activity schedule CSEFEL 3b3b Select reinforcer prior to activity Incorporate child interest Use timer Self-management system Provide peer supports Add manipulatives Provide visual supports Follow least preferred with most preferred

41. 41 Obtain (e.g., attention, object, activity) PREVENTION STRATEGIES Modify task length, modify expectations Modify materials Modify instructions, modify response mode Provide more frequent attention/reinforcement Activity schedule Contingency for activity completion Schedule time with adult or peer Schedule access to desired object/event CSEFEL Choice of activity, material, and/or partner Peer support Provide frequent offers of assistance Promote active participation Add manipulatives Incorporate child interests Use timer, alarm to delay reinforcement

42. 42 Behavior Support Plan Components Behavior Hypotheses - Purpose of the behavior, your best guess about why the behavior occurs Prevention Strategies - Ways to make events and interactions that predict problem behavior easier for the child to manage Replacement Skills - Skills to teach throughout the day to replace the problem behavior Responses - What adults will do when the problem behavior occurs CSEFEL 3b3b

43. 43 Teaching Replacement Skills Teach alternative behavior to problem behavior Replacement skills must be efficient and effective (i.e., work quickly for the child) Consider skills that child already has Make sure the reward for appropriate behavior is consistent Teach replacement skills during time the child is not having problem behavior; teach throughout the day CSEFEL 3b3b

44. 44 Child asked to join circle Child screams and resists Teacher lets child out of activity Child asks for break Teacher lets child out of activity Behavior Equation

45. 45 CSEFEL 3b3b Replacement Skills Picture Cues

46. 46 CSEFEL 3b3b Replacement Skills Cue Cards

47. 47 Teaching Request Help CSEFEL 3b3b

48. 48 Social Stories Social stories provide a script for the child about social situations and expectations The story is written from the child’s perspective The story includes descriptive, perspective, and directive sentences The story must match the child’s symbolic and receptive communication level CSEFEL 3b3b

49. 49 CSEFEL 3b3b Teaching New Skills with Social Stories

50. 50 Social Skills Instruction Determine skill to be taught, be specific (what does the behavior look like?) Ensure that opportunities to teach and practice the skill are available Decide on method of instruction (e.g., role play, prompt and praise, etc.) Teach skill Provide opportunities to practice skill Reinforce skill use in natural contexts CSEFEL 3b3b

51. 51 Self-Management Identify an observable behavior that child will self-manage Visually display behaviors for the child Provide instruction to the child on the targeted skill Give child a mechanism to monitor engagement in the behavior through a checklist or chart Provide positive attention to the child for engaging in the behavior and using the self- monitoring system CSEFEL 3b3b

52. 52 I Can Be a SUPER FRIEND! Created for Tim by Lisa Grant & Rochelle Lentini 2002

53. 53 I like talking and playing with my friends at school.

54. 54 My friends get sad or mad when I hit, kick, use mean words, or take toys. Sometimes, I want to play with what my friends are playing with. When I play, I sometimes feel like taking toys, using mean words, or hitting and kicking.

55. 55 I can join my friends and play nicely. I can take turns nicely. I can go with the flow. I can stop, think, and do. CUE CARDS “Stop” is glued onto one side of the cue cards. “The Replacement Skill Cue” is glued onto the other side of the cue cards. (Cut-out and place pictures on a ring, up-side-down to each other, so that they can easily be flipped over and read. Cards are about 2” x2” in size.)

56. 56 I can join my friends and play nicely. ________ I can take turns nicely. ________ I can go with the flow. ________ I can stop, think, and do. ________ DATE: ___________

57. 57 CSEFEL 3b3b Teaching Social Skills

58. 58 Teaching Replacement Skills Teach alternative behavior to problem behavior Replacement skills must be efficient and effective (i.e., work quickly for the child) Consider skills that child already has Make sure the reward for appropriate behavior is consistent Teach replacement skills during time the child is not having problem behavior; teach throughout the day CSEFEL 3b3b

59. 59 CSEFEL 3b3b Time/Activityrequest teacher attention colorscountingrecognize name Arrival / hug hello / / Planning / want turn / Centers / show me play w/ me /// Clean-up / help me // Washing Hands Snack / want more // Outside Play / want help show me play w/me // Washing Hands Small Group / show me want turn /// SKILLS MATRIX

60. 60 Escape (e.g., activity, demands, social interaction) REPLACEMENT SKILLS Request break Set work goals Request help Follow schedule Participate in routine Choice Self-management CSEFEL 3b3b

61. 61 Obtain (e.g., attention, object, activity) REPLACEMENT SKILLS Follow schedule Participate in routine Self-management Request help Teach delay of reinforcement Request attention Choice CSEFEL 3b3b

62. 62 Behavior Support Plan Components Behavior Hypotheses - Purpose of the behavior, your best guess about why the behavior occurs Prevention Strategies - Ways to make events and interactions that predict problem behavior easier for the child to manage Replacement Skills - Skills to teach throughout the day to replace the problem behavior Responses - What adults will do when the problem behavior occurs CSEFEL 3b3b

63. 63 Response to Problem Behavior Select procedures that will make problem behavior ineffective Make sure rewards for appropriate behavior equal or exceed rewards for problem behavior CSEFEL 3b3b

64. 64 Escape (e.g., activity, demands, social interaction) RESPONSES TO PROBLEM BEHAVIOR Redirect/cue to use appropriate “new replacement skill” and then allow escape Cue with appropriate prevention strategy State “exactly” what is expected Offer alternatives CSEFEL 3b3b Use “wait-time” Praise/reinforce when replacement skill is performed Respond in a way that does NOT maintain problem behavior

65. 65 Obtain (e.g., attention, object, activity) RESPONSES TO PROBLEM BEHAVIOR Redirect/cue to use appropriate “new replacement skill” Cue with appropriate prevention strategy State “exactly” what is expected Offer choices CSEFEL 3b3b Use “wait-time” Praise/reinforce when replacement skill is performed Respond in a way that does NOT maintain problem behavior

66. 66 Safety-net Procedures If a child is in danger of harming himself or others, you must first be concerned about safety You may hold a child or remove a child from the situation to keep children safe Safety-net procedures may be planned for children who have a history of dangerous outbursts Safety-net procedures only keep children safe, they do not change behavior. Safety-net procedures are only appropriate when there is also a full behavior support plan or intention to develop a plan CSEFEL 3b3b

67. 67 Effective Teaming All team members (staff/family) participate in plan development All help with development of plan components/material creation All follow through with implementation All monitor, give feedback, and make amendments to the plan CSEFEL 3b3b

68. 68 Team Meeting Logistics Meet in comfortable location Meet at times convenient for the family De-jargon the process Use room arrangement to facilitate equal exchange Be clear about starting and ending times State goals and agenda for the meeting at the beginning CSEFEL 3b3b

69. 69 Building a Family- Centered Team Use facilitation techniques to promote active participation (e.g., round robin, group graphics) Ask family and other team members to identify routines and activities that are problematic CSEFEL 3b3b

70. 70 Developing a Behavior Support Plan Must be linked to functional assessment Must include all components Must “fit” with the abilities, routines, and values of caregivers Must have “buy-in” from the team CSEFEL 3b3b

71. 71 Support Plan Development Use chart paper to analyze problem behavior in routines, activities, or interactions –Identify the basic equation (trigger,behavior, maintaining consequence) of the problem behavior and write on the chart paper CSEFEL 3b3b

72. 72 TriggersBehaviors Maintaining Consequence PreventionsNew SkillsNew Responses Circle times begins; child asked to sit Pulls away, cries, hits Adult lets him leave Function:

73. 73 CSEFEL 3b3b Support Plan Development (cont.) Identify the Function of the Problem Behavior and Write on Chart Paper

74. 74 Function: Escape TriggersBehaviors Maintaining Consequence PreventionsNew SkillsNew Responses Circle times begins; child asked to sit Pulls away, cries, hits Adult lets him leave

75. 75 CSEFEL 3b3b Support Plan Development (cont.) Brainstorm Prevention Strategies Strategies to make routines or activities easier for the child Strategies to soften the triggers

76. 76 Function: Escape TriggersBehaviors Maintaining Consequence PreventionsNew SkillsNew Responses Circle times begins; child asked to sit Pulls away, cries, hits Adult lets him leave Choice Visual activity schedule Manipulatives Intermittent praise

77. 77 CSEFEL 3b3b Support Plan Development (cont.) Brainstorm ideas about what new skills should be taught to replace problem behavior; write new skills on chart

78. 78 Function: Escape TriggersBehaviors Maintaining Consequence PreventionsNew SkillsNew Responses Circle times begins; child asked to sit Pulls away, cries, hits Adult lets him leave Choice Visual activity schedule Manipulatives Intermittent praise Request “all done” Increase duration of engagement

79. 79 CSEFEL 3b3b Support Plan Development (cont.) Brainstorm ideas about how to respond to problem behavior when it occurs; write new responses on chart

80. 80 Function: Escape TriggersBehaviors Maintaining Consequence PreventionsNew SkillsNew Responses Circle times begins; child asked to sit Pulls away, cries, hits Adult lets him leave Choice Visual activity schedule Manipulatives Intermittent praise Request “all done” Increase duration of engagement Anticipate “all done” and cue Redirect to “all done” & release Praise for sitting longer

81. 81 Support Plan Development (cont.) Review plan ideas; eliminate pieces that don’t fit or are difficult for team to do Review entire plan; emphasize that each column is necessary Repeat process for other routines, settings, or behavior functions CSEFEL 3b3b

82. 82 Behavior Support Plan Development Tips Develop plan using plain language Develop mini-plans for difficult routines Make sure plan will fit with routines/activities/values of family/teaching staff Develop action plan of who will produce what components needed to implement the plan Design components that are easy to use, easy to remember Plan must accommodate competing demands on teaching staff/family CSEFEL 3b3b

83. 83 Action Planning Form Child Name: Cassie Program: Village Pre-K Date: 10-11-02 Team members : Mrs. Wilson (paraprofessional), Ms. Little (teacher), Mrs. Pope (parent), Mrs. Lentini (consultant) Planning Objectives : Develop behavior support plan materials to assist Cassie at home and in preschool NeedAction StepsPerson Responsible/ Date Follow Up 1. Laminated plan steps for home and classroom use A. Write out steps, get approval. B. Develop laminated plan charts (2 copies for home and 2 copies for school) C. Develop 4 mini-plans to address transition issues. Must be small enough to fit in pocket. Ms. Lentini by 10/24 By 10/28 By 10/28 Share with groups Send home in backpack Send charts home in backpack

84. 84 NeedAction StepsPerson Responsible/ Date Follow Up 2. Develop checklist to monitor outcomes A. Develop checklist to monitor tantrums, use of “all done,” and overall daily affect. B. Share draft with team C. Make edits and distribute copies to team. D. Check in to see if it is being used Ms. Little by 10/24 By 10/24 By 10/28 11/15 Send copies home in backpack Ms. Pope will bring completed charts to the classroom.

85. 85 NeedAction StepsPerson Responsible/ Date Follow Up 3. Visual for circle time 4. First/Then visuals for transitions A. Develop two visuals for circle time B. Laminate and Velcro A. Develop 4 First/Then visuals (two for school and two for home) B. Laminate and Velcro C. Identify basic pictures for each environment D. Make and laminate pictures Ms. Wilson by 10/28 Ms. Pope by 10/28 Talk with Ms. Little after school on 10/24 School copies will be dropped off with Cassie.

86. 86 Plan Implementation Teach classroom staff/family – review strategies, demonstrate or guide, provide reinforcement (not criticism) Design supports that help the adult remember the plan Be cautious about extinction bursts – offer support, availability Ask for time, assure classroom staff/family that you are committed to creating a plan that will work CSEFEL 3b3b

87. 87 Working as a Collaborative Team Assign roles Determine agenda and time for meetings Ensure group participation through facilitation and participatory processes CSEFEL 3b3b

88. 88 Roles Facilitator – person who guides group in stating agenda, work goals, time allocation Recorder – person who writes down the discussion Time Keeper – Person who tracks time and warns when agenda item is ending CSEFEL 3b3b Reporter – person who shares group information, makes presentation Encourager – person who provides feedback to group members Jargon-buster – person who asks the question “what do you mean when you say ‘gobbley-gook’” and helps the group with communicating clearly

89. 89 Case Study Group Instructions Assign roles Review child description Review hypotheses Review observations Review interview Develop a support plan (which includes a plan to teach the replacement skills) Report to group CSEFEL 3b3b

90. 90 Process of Positive Behavior Support Step 1: Establishing a team and identifying goals Step 2: Gathering information (functional assessment) Step 3: Developing hypotheses (best guess) Step 4: Designing behavior support plans Step 5: Implementing, monitoring, evaluating outcomes, and refining plan CSEFEL 3b3b

91. 91 Monitoring Outcomes Identify outcomes valued by the team “KIS it” (Keep It Simple) Create simple, user-friendly forms to monitor outcomes (e.g., rating scales, check sheets) Monitor implementation of the plan Schedule dates for check-ins and evaluate the effectiveness of the support plan CSEFEL 3b3b

92. 92 MondayTuesdayWednesdayThursdayFridaySaturday 444444 333333 222222 111111 Ben’s Playtime 4=Laughing, stayed 3=Cooperated, stayed briefly 2=Fussed, took several turns1= Cried, refused to play

93. 93 Rate the problem behavior: 0=no problems, 1 = whining, resisting, 2= screaming, falling on floor, 3=screaming, hitting, other aggression Amy’s Difficulties Week of _____________ MondayTuesdayWednesdayThursdayFriday Arrival0 1 2 3 Circle0 1 2 3 Nap0 1 2 3 Clean-up0 1 2 3 Other: _Bus Ride_ 0 1 2 3 Average Score Average Score: 3 Average Score: 2.2 Average Score: 1.4 Average Score: 1.4 Average Score:.8

94. 94 Average Aggression Child’s Name: ______________Week of: _________________ Check the number of times the child is aggressive during the activity. Aggression includes: hits, pinches, pulls hair, bites, kicks, & scratches. ActivityMon.Tues.Wed.Thurs.Fri.Average Arrival ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___510times ___10-15 ___15-20 ___+20 Circle ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 Lunch ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 Average ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20 ___0 times ___1-5 times ___5-10times ___10-15 ___15-20 ___+20

95. 95 Average Duration Child’s Name: ______________________Behavior: ____sitting______ Week of: _________________ Average Duration for Week: ___9_____ minutes Starting from the bottom, shade the number of boxes that represent the length of the target behavior. Each box represents TWO minutes. MondayTuesdayWednesdayThursdayFridaySaturdaySunday 30 28 26 24 22 20 18 16 14 12 10 8888888 6666666 4444444 2222222

96. 96 Peer Interaction Child’s Name: ______________ Observer: ___________________ Check yes (Y) or no (N) at time one (T1) and time two (T2) to indicate whether the child is interacting with a peer at the time of observation. T1 and T2 observations should be at least 5 minutes apart. ActivityDate:____ Centers T1: T2: x_Y __Y __N x_N T1: T2: __Y __N T1: T2: __Y __N T1: T2: __Y __N T1: T2: __Y __N Lunch T1: T2: __Y x_N T1: T2: __Y __N T1: T2: __Y __N T1: T2: __Y __N T1: T2: __Y __N Outside T1: T2: __Y x_Y x_N __N T1: T2: __Y __N T1: T2: __Y __N T1: T2: __Y __N T1: T2: __Y __N Ratio: __2__#yes __6__total # observed _____#yes ____total # observed _____#yes ____total # observed _____#yes ____total # observed _____#yes ____total # observed

97. 97 Play Behavior Child’s Name: _________________ Week of: _________ Time: ___:___--___:___ Indicate play behavior at the beginning, middle, and end of each play period. Summarize play behavior by placing totals in summary column. Weekly Total ___Not Playing ___Play with toy alone ___Play with toy with peer Day/ActivityBeginningMiddleEndSummary Date:_________ Activity:_______ ___Not playing ___Play with toy alone ___Play with toy with peer ___Not playing ___Play with toy alone ___Play with toy with peer ___Not playing ___Play with toy alone ___Play with toy with peer ___Not playing ___Play with toy alone ___Play with toy with peer Date:_________ Activity:_______ ___Not playing ___Play with toy alone ___Play with toy with peer ___Not playing ___Play with toy alone ___Play with toy with peer ___Not playing ___Play with toy alone ___Play with toy with peer ___Not playing ___Play with toy alone ___Play with toy with peer Date:_________ Activity:_______ ___Not playing ___Play with toy alone ___Play with toy with peer ___Not playing ___Play with toy alone ___Play with toy with peer ___Not playing ___Play with toy alone ___Play with toy with peer ___Not playing ___Play with toy alone ___Play with toy with peer

98. 98 Personal prompts are provided to Jackson that are composed of a concrete object or picture. Pictures are used when Jackson is reluctant or resistant to transitioning. YesNoSometimes Choices are provided through pictures or concrete objects within activities. YesNoSometimes Directions are given to Jackson after first gaining his attention, and then using a confident tone of voice. YesNoSometimes Before a transition occurs, Jackson is prepared by warning him of the next activity. Warning should occur in two or three steps (e.g., “In two minutes it is clean-up, cars will be put away.” And then later, "Jackson, one minute to clean-up." and finally "Jackson time for clean-up. Put cars away"). Pictures should be used of the next activity if Jackson is resistant. YesNoSometimes In situations that involve a wait or taking turns, the adult will inform Jackson of the order. The adult will tell him, "Jackson, you will be number ___. ___ is first and then you." If Jackson interrupts, the adult should state, “Just a minute (while holding out hand). ___ is now and then you.” YesNoSometimes Example of Support Plan Checklist Jackson’s Support Plan Implementation

99. 99 In play, the adult teaches Jackson to play with peers by moving into his play and mediating social interactions. The adult should cue Jackson on turn-taking or ways to expand play schemes. YesNoSometimes If Jackson begins to become hurt, frustrated, or upset, the adult may suggest that Jackson move to the comfort area. Visual symbols may be used by Jackson to help him label his feelings. Directions to move to the comfort area should be supportive, not a punishment. YesNoSometimes Adults should be watchful of interactions that may turn volatile. If Jackson begins to yell or grab toys, the adult should intervene using a soft tone of voice and supportive posture. State for Jackson what he is feeling, "Jackson is getting angry. Tell me what happened." Then the adult should guide him through a problem resolution or suggest to Jackson that he can take a break. YesNoSometimes Example of Support Plan Checklist Jackson’s Support Plan Implementation (cont.)

100. 100 If Jackson mumbles or appears to be anxious about an activity or direction, the adult should guide Jackson to express himself. The adult can interpret his actions as communicative, ask for clarification ("tell me more"), or repeat what he has said and ask for more clarification (e.g., "you are telling me Joey has the blue car, tell me more"). YesNoSometimes Adults use social stories to assist Jackson with understanding the expectations of activities, social cues, and new routines or rules. YesNoSometimes The adult provides Jackson with positive feedback about engagement and appropriate behavior frequently (about every 15 minutes) throughout the day. YesNoSometimes Example of Support Plan Checklist Jackson’s Support Plan Implementation (cont.)

101. 101 Example of Support Plan Checklist Jackson’s Support Plan Implementation (cont.) The adult places a language label on what he is expressing. YesNoSometimes The adult cues Jackson using simple language and/or pictures (e.g., "sit in chair, get paper, choose a marker”). YesNoSometimes The adult may use the choice option card to guide him in coping with the situation. YesNoSometimes The adult may offer the comfort area and then guide Jackson to select the visual that facilitates his expression of the emotion. YesNoSometimes

102. 102 When Problem Behavior Returns First, –Review plan and make sure it is being implemented as planned –Review evaluation data to determine if the pattern is an extinction burst (worse before it gets better) –Examine events to see if there are new triggers for behavior CSEFEL 3b3b

103. 103 When Problem Behavior Returns (cont.) Then, –Restore support plan and implement with fidelity; or –Continue plan through extinction burst; or –Add components to plan to address new triggers; or –Conduct a new functional assessment and develop new support strategies CSEFEL 3b3b

104. 104 PBS Quiz: How to Play the Game 1.Designate recorder and announcer 2.Listen to question and determine your answer 3.Recorder writes down answer 4.Announcer stands up and waits to be called on (does not show the answer) CSEFEL 3b3b

105. 105 Summary Behavior support plans are developed by a team The support plan must include prevention strategies, replacement skills, and new ways to respond to problem behavior Behavior support efforts are ongoing, and outcomes must be monitored CSEFEL 3b3b