Positive Behaviour Support Plan for Jane. Brief Summary of the Critical System Strengths and Concerns (for school):

Transcription

1 Brief Summary of Focus Person: Positive Behaviour Support Plan for Jane Jane is a 6 year old girl with ADHD, oppositional defiant disorder, prenatal exposure to cocaine and possible fetal alcohol spectrum disorder. She is attending an elementary school in Delta and has a Special Education Assistant and Childcare Worker that directly work with her. Jane enjoys attention from her peers and adults and responds well to choices. She has the cognitive ability to complete work tasks at the grade one level; however, she needs social skills training and significant adaptations to her work before she can fully participate in the classroom environment. Jane is a visual learner, loves being read to and enjoys watching movies. Although Jane will eat almost anything, smarties are definitely her favourite treat. Brief Summary of the Critical System Strengths and Concerns (for school): The strengths of the school include a very supportive team that is trying their best to access as much district support as possible. The helping teacher and behavioural specialist can really assist the school team with interventions that will work for this student, and the integration teacher's knowledge of students with behavioural disorders is also useful. The areas of concern include multiple people working with this child, sensory issues and strained communication between the home and school. In terms of this child's peer network at school, it is very limited as she often gets overstimulated by the classroom environment and lacks the social skills to interact appropriately with her peers. Brief Description of the two routines addressed in the PBS plan: 1. The first routine of concern involves peer interactions at recess and lunch. The expectation is that Jane will be able to use appropriate words to interact with peers on the playground. 2. The second routine involves getting Jane to start a written task after she receives verbal instructions. The expectation is that Jane will be able to complete a work task independently and ask for help when necessary. Problem Behaviours: 1. Negative interactions on the playground: At recess and lunch, Jane will growl in other student's faces, grab peers' toys and run after peers with sticks. 2. Problem behaviours related to work: After Jane is given verbal directions to complete a written task, she may punch her educational assistant, bite her educational assistant's arm below the elbow or wander out of her classroom.

2 Summary Statement/Competing Behaviour Pathways Diagram 1: Work Tasks Difficulties sleeping Given verbal directions to do a written work task Completes her work independently Desired Behaviour Punches educational assistant Adult praise Privilege Video time with two peers Maintaining Consequence Escapes verbal directions and written task Needs to be in control of situations Bites educational assistant below the arm Wanders out of the classroom Setting Event(s) Antecedent Trigger(s) Problem Behaviour Maintaining Consequence Uses help card to request an adult to help her A. Positive Behaviour Support Plan Alternative Replacement Behaviour Strategies that Make Problem Behaviours Irrelevant, Ineffective, and Inefficient Setting Event Strategies Preventative Strategies Teaching Strategies Consequence Strategies Parents will let us know she has had a poor nights sleep and plan b activities will be used in the morning She will get frequent choices throughout the day Pre-correction regarding asking for help A variety of curricular adaptations Provide a visual schedule that intersperses difficult tasks (work) and easy tasks (breaks) Teach student the use of help board picture Teach student to use a variety of simple curricular adaptations Teach student to use visual schedule through modelling and getting her to try it out Give help contingent on request Immediate positive reinforcement following completion of one work task (puzzle piece); video time with two peers prior to lunch and home time if puzzle is completed at these times If minor problem behaviour occurs, point to her help card and ask her to ask for help If major problem behaviour occurs, follow strategies in Crisis Response Plan

3 Summary Statement/Competing Behaviour Pathways Diagram 2: Peer Interactions Poor social skills Auditory and visual sensory issues Outside at recess and lunch with no peer interaction Plays with peers on the playground in a positive manner Desired Behaviour Growls in students' faces Grabs peers' toys Runs after peers with sticks Adult praise Privilege Earns play time with peers Maintaining Consequence Attention from peers Setting Event(s) Antecedent Trigger(s) Problem Behaviour Maintaining Consequence B. Positive Behaviour Support Plan Shows peers a board picture of a game that she likes to play (catch) and asks them to play this game Alternative Replacement Behaviour Strategies that Make Problem Behaviours Irrelevant, Ineffective, and Inefficient Setting Event Strategies Preventative Strategies Teaching Strategies Consequence Strategies Educational assistant will supervise her social interactions at recess and lunch Change the location of her playground activities so she is in a quieter, less visually distracting area Chooses one peer to play outside with her from an album Create a choice board of her two favourite activities on the playground and let her choose one before she goes outside Teach her to ask peers to play with her with the aid of a boardmaker visual Use a conversation booklet to help facilitate appropriate social interactions Peers will accept her invitation to play catch Earns time to play with peers for ten minutes immediately following recess and lunch and receives three smarties Use positive contingency statement (e.g. After recess, we get game time ) If minor behaviour, prompt her with words she should use during interactions If major behaviour occurs, give a choice and follow crisis response plan PBS Strategies for Verbal Directions to do a Work Task 1

4 Setting Event Strategies: Work Tasks 1. Plan b activities if she had a poor night's sleep: Parents will write a note in her home communication booklet if she had difficulties sleeping. Educational assistant will let her choose whether she would like to have a short nap in the medical room, be read to on the classroom couch or do work in her classroom. If she chooses work in class, workload should be reduced. A visual choice board of plan b activities will be made by integration teacher. 2. Frequent choices throughout the day: This student could choose who she plays with outside, break activities, game activities, as well as plan b activities that were mentioned above. At this point her choices could be... Album: chooses 1 peer to play with her from 2 options Choice Board (Breaks): catch, hula hoop Choice Board (Games): Connect 4, Car Game Choice Board (Plan b Activities): nap, story, work (reduced) Choose between 2 worksheets in a subject area Preventative/Antecedent Strategies: Work Tasks 1. Pre-correction regarding asking for help: Prior to starting a work task, remind student where her help card is and tell her that she can pick it up and ask for help at any time. 2. A variety of curricular adaptations: Teacher could draw 2-3 visuals of what the student is supposed to do on the board and supplement the visuals with simple verbal instructions. SEA could copy these visuals onto a small sheet for the student and place it next to her work. A letter line and number line could be used: Since the student sometimes has difficulties with her memory, she could have a letter line and number line on her desk. 3. Provide a visual schedule that intersperses difficult tasks (work) and easy tasks (breaks): The visual schedule will be located in her quiet break area with dividers in the hallway. She will look at all of the activities during her day which are all structured in the work followed by a short break sequence. She will move each activity on the top strip down to the bottom strip. Once this is done, the first two activities will be moved to a portable visual schedule that can be moved to her class, break area as well as outside of the school. Teaching Strategies: Work Tasks 1. Teach the student the use of the help board picture: Each time the student is presented with a work task, as soon as she looks slightly anxious (squints eyes, speaks louder), point to her help card and state, say please help me. 2. Teach student to use curricular adaptations through modelling: Model the use of a 2-3 step visual, number line and letter line. When you use these adaptations, state aloud how you are feeling. For example, I don't know what to do, I can look at these pictures and then I'll know what to do. Next, when the student is trying to do her work and is unsure of what to do, point to the 2-3 step visuals, number line or letter line as a prompt depending on the situation. 3. Directly teach the use of the visual schedule through modelling: Show the student how to use her visual schedule and get her to try it out for herself. Next, when the opportunity presents itself, let her move her boardmaker pictures onto the portable strip or portable schedule to the appropriate location. If she is unsure of what to do at any point, show her what to do and then get her to show you.

5 Consequence Strategies: Work Tasks 1. Give help contingent on a request for help: Each time this student picks up her help card and asks for help, give her assistance with her work immediately. 2. Earns puzzle pieces and video time: Upon the completion of one work activity, student will place a puzzle piece on her video puzzle. If she completes the four piece puzzle by 11:50, she will get 10 minutes of video time with 2 peers of her choice. Please create a two piece video puzzle for the afternoon. If she completes two work activities in the afternoon, she can get 10 minutes of video time with 2 peers at 2:20 with popcorn. Gradually fade the use of puzzle pieces and popcorn, perhaps she only gets a puzzle piece for every second work task she completes and only gets popcorn twice a week. It would be great if we get to the point where self-monitoring work completion and positive feedback from her teacher and SEA would be enough incentive to finish work. 3. If minor problem behaviour occurs, point to her help card and prompt her to ask for help: As soon as she asks for help, give her help immediately. It is best to give her 2-3 word verbal directions and point to the visual supports or manipulatives that will help her complete the task. It is also best to crouch down next to her at her level as she does not like people hovering over her. Please also keep your hands at your side and do not give her hand over hand assistance. 4. If major problem behaviour occurs, please resort to strategies in Crisis Response Plan: If major problem behaviour occurs including punching or biting, please follow strategies in Crisis Response Plan. Please remember that any type of physical restraint should be used as a last resort. Crisis Management Plan: Work Tasks 1. Please see attached CRISIS RESPONSE PLAN Monitoring and Evaluation: Work Tasks 1. Level of problem behaviour: The SEA will record behaviour incidents in an antecedent, behavioural and consequence chart. We should concentrate on the most severe behaviours at this point which are punching and biting. The integration teacher will demonstrate how to use this chart, provide examples and review these charts on a weekly basis. Any type of physical aggression should be reported to the principal immediately. 2. Level of implementation by staff: The SEA will check home communication booklet everyday regarding setting events. Teacher and SEA will ensure that all necessary adaptations and other items are in place in the morning each day (visual supports, dvd player, dvds, popcorn). 3. Social Validity: The teacher, SEA and integration teacher will meet on a monthly basis for thirty minutes to review the positive behavioural support plan. We will make changes related to strategies if needed and brainstorm adaptations for upcoming units.

6 PBS Strategies for Appropriate Peer Interactions on the Playground 2 Setting Event Strategies: Peer Interactions 1. Institute playground supports: Educational assistant will supervise peer interactions at lunch and recess. She will redirect student when she engages in inappropriate behaviour and ensure the safety of other students on the playground. 2. Change the location of her typical playground activities: The student will participate in activities at the front of the school where it is quieter and less visually distracting. Pylons could even be used as a visual cue to mark an invisible physical boundary. Assignment Note: Pylons should be placed outside before school starts. Preventative/Antecedent Strategies: Peer Interactions 1. Use an album to ensure predictability: Student gets to choose one peer to play with her on the playground from an album with all of her peers' pictures and names. Two pictures will be on each page and she will choose one of the peers on the page. Please ensure that she likes at least one of the peers on each page. 2. Use a choice board incorporating student preferences to promote desired behaviour: A choice board will be made with the student's two favourite activities, playing with a hula hoop and catch. She will get to choose which of these activities she wants to play. 3. Use positive contingency statements: Prior to going outside state, if you are good outside, you can play with a friend after recess. Show her the next two board pictures on her visual schedule; it could be recess followed by a game board picture. Once she comes inside, give her a choice board of two different high interest games she can choose from to play (Car Game and Connect 4). Teaching Strategies: Peer Interactions 1. Teach her to use catch card: When the student starts to look slightly anxious on the playground, give her the catch boardmaker picture and tell her to state, Will you play catch?. Do the same with a hula hoop card if this is that activity she has chosen for the day. 2. Teach her how to interact using a conversation booklet: A conversation booklet includes photographs of students in their favourite activities and includes captions with comments and questions. Teach appropriate ways to initiate interactions with others by reading this book to her for 2-3 minutes every morning. At this point the booklet could demonstrate asking a peer to play catch using the catch card as a visual reminder. Please update this book regularly when her activity preferences and needs change. At this time, we will concentrate on initiating interactions, but in the near future turn-taking and sharing will also be important.

7 Consequence Strategies: Peer Interactions 1. Peers will accept her invitation to play catch: The educational assistant should instruct students to accept her invitation to play outside. The SEA could prompt the student prior to the child asking him or her to play catch (or hula hoop ). 2. Increase Reinforcers: Student earns time to play with a peer for ten minutes following recess and lunch everyday initially contingent on appropriate behaviour outside. She can choose from two different high interest games (Car Game and Connect 4). Since she loves to eat, she could also get three smarties at this time. You can gradually fade the use of this game time and the smarties; however, please do not fade out the game time completely. 3. If minor problem behaviour occurs, such as growling in others' faces or grabbing items from peers, educational assistant will prompt her to state, Will you play catch? or Will you play hula-hoop? depending on the game she has selected for that day. 4. If major problem behaviour occurs, such as running after peers with a stick, take the stick from her hand and use strategies in Crisis Response Plan as a last resort. Last resort means that you feel someone will get hurt, either a child or an adult, and the child must be restrained in order to stop this process. Crisis Management - Peer Interactions: CRISIS RESPONSE PLAN on next page. Monitoring and Evaluation: Peer Interactions 1. Level of problem behaviour: The SEA will record behaviour in an antecedent, behavioural and consequence chart that the integration teacher will review on a weekly basis. We should only concentrate on behaviours that may hurt other students or adults. At this point, the only behaviour on the playground is hitting other students with sticks and this should be reported to the principal immediately. 2. Level of implementation by staff: The teacher will check home communication booklet everyday regarding setting events. The SEA will ensure that the conversation booklet, album, choice board, two games and smarties are in a readily available spot. The integration teacher will create all of the specialized booklets and choice boards. 3. Social Validity: The teacher, SEA and integration teacher will meet on a monthly basis for thirty minutes to review the positive behavioural support plan. We will make changes related to strategies if needed (update conversation booklet, change choice activities, etc.).

8 CRISIS RESPONSE PLAN: (staff responses to student s behaviour) Designated staff will implement the following crisis management plan when necessary. Precursor Behaviours (What you see) Anxiety: (noticeable increase or change in) Squints eyes Speaks louder Growls Wanders out of the classroom Defensive: (cues that Jane is beginning to lose the ability to think or process information) Grabs adults clothing Stomps feet and runs around classroom Balls fists Acting Out: (risk to self or others) Bites adults below the elbow Over hand punch Runs after others with sticks Tension Reduction: (cues that Jane is calm) Able to sit quietly Staff Responses (What you do) Be Supportive: (empathetic, non-judgmental response) Point to help card and ask her if she needs help Reduce work: Finish one more question and you can have a break. Give her the exact words if she needs assistance with a social interaction (e.g. Will you play with me?) Be Directive: (set simple, clear, enforceable limits) Use a calm, understanding tone Place break choice board in front of her and tell her to choose one and you will feel better Stand at least 3 feet away with your hands at your sides Position your body at an angle towards the person Teacher will evacuate students from the area Teacher will call the secretary and ask her to page the administrator for assistance Crisis Intervention Plan*: (injury prevention) Use CPI physical restraint strategies as a last resort Please use the restraints on the following pages (techniques for biting, children's control position, etc.) Remove items from her hand if she is trying to hit others Therapeutic Rapport: (re-establish rapport - do not recriminate) Let her sit on the couch for a few minutes to collect herself Her choice: Plan b activities or classroom