2 1 3 4 6 5 7 Understand Behaviour Identify the purpose Intervention THE FORM: A user friendly tool The Behaviour After the behaviour Before The Behaviour 2 Identify What Happens Before 1 Write Down the Behaviour 3 Identify What Happens After Understand Behaviour What are they communicating? Possible purpose of behaviour? ATTENTION Object or activity GET AWAY GET SENSORY 4 Identify The Function Identify the purpose How are they feeling? Replacement Behaviour Reinforce use of appropriate behaviour or alternative skill What, when and how often? Environmental change New Rules Teach New Skills 6 Identify Replacement Behaviours Design Teaching Plan 5 Specific Environmental Supports 7 Reward and Discourage Intervention Plan for Signatures

Understand Behaviour Identify The Function Intervention Plan For Before the behaviour Setting Conditions: Write all of the stressors in the day that make the behaviour more likely to happen (but don’t cause or trigger it) such as particular people, places, activities or health issues e.g. a change of routine, a busy unstructured environment Triggers: Write the things that happened just before the behaviour that seemed to set it off e.g. a request, saying ‘no’ or upsetting thought. Behaviour Description: Describe one behaviour you want to work on. Try not to use vague words like ‘naughty’ and stick to clear descriptive words and give as much detail as you can. Ideally someone should have a good idea of what the behaviour looks like from your description. Intensity = rate how severe or what impact Duration = how long did the episode last Frequency = how many times did the behaviour happen in the episode After the behaviour How others react Describe the things that normally happen after the behaviour. What you (or others) did in response (chastise, distract or ignore them, remove something, other kids laugh…… How they reacted to this (looked happy, got angry, resisted, didn’t seem to notice). This gives clues to understanding why the behaviour continues to happen Understand Behaviour Possible purpose of the behaviour? Generally all behaviours happen for a reason or ‘function’. From your assessment above, try to work out the function(s) of the behaviour e.g. “to get away from swimming which is noisy busy and too difficult” ATTENTION TANGIBLE Object &/or activity GET GET AWAY SENSORY What are they communicating? Identify The Function How are they feeling? Environmental Change Remove stress! Consider all of the contributing factors above and plan to avoid these individually. Consider behaviour as only the ‘tip of the iceberg’ and identify good ASD strategies to support underlying deficits in ASD. Add more predictability and structure, less demand, more choice, more access to preferred interests. Structure environment Structure time Structure activities Clear communication Behaviour rules Sensory supports Family supports. Replacement Behaviour The replacement behaviour should be achievable and as easy to do as the problematic behaviour. The new behaviour should gain the response they are seeking and serve the same function as the problematic behaviour e.g. peers informed to “high 5” when the child attempts to “high 5” them (to replace pushing peers to greet). Teach New Skills If the individual is not able to perform a new behaviour then this skill will need to be taught. Use a structured skills teaching approach Reward use of appropriate behaviour or alternative skill • The positive behaviour should be noticed and reinforced immediately and as frequently as possible until the behaviour is mastered. • There are different types of reinforcement. It is important to make sure the reinforcer IS reinforcing for your child. • The reinforcer could be the activity, praise, food, a sensory activity (hug/tickle), a tangible object (toy etc), a desired activity, quality time, token, time away. A behaviour can be discouraged through planned ignoring, minimal responses, redirection, etc Intervention Plan For