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OelbaliavaTools and Techniques•17752. Functions of Behaviour
•T o o l s a n d T e c h n i q u e s178ASD – POSITIVE BEHAVIOURAL INTERVENTION PLANName of Student:Date:Sex:Grade:Date of Birth:School:ASD Resource Team Members:School-Based Team Members:Functional Behaviour Assessment/Evaluation Section:Behaviour(s) in need of change:1.2.3.Perceived functions of behaviour(s):1.2.3.Target replacement behaviours:1.2.3.Hypothesis statement(s):1.2.3.Strategies to prevent the problem behaviour(s):1.Strategy 1 and rationalea)b)c)2. Strategy 2 and rationalea)b)c)3. Strategy 3 and rationalea)b)c)53. Positive Behavioural Intervention Plan
Strategies to deal with the problem behaviour(s)1.Strategy 1 and rationalea)b)c)2. Strategy 2 and rationalea)b)c)3. Strategy 3 and rationalea)b)c)Next review date:Tools and Techniques•179Peel District School Board
•T o o l s a n d T e c h n i q u e s180Communication Observation Form – RequestsName:_____________________Date:_____________________Context: _____________________Column A = physical manipulationColumn I = tantrumColumn B = giving/showingColumn J = crying/whining/screamingColumn C = pointingColumn K = vocalizingColumn D = gaze shiftColumn L = verbal (echo)Column E = proximityColumn M = verbal (creative)Column F = head nod/shakesColumn N = otherColumn G = facial expressionsColumn O = otherColumn H = aggressionREQUESTABCDEFGHIJKLM NOfood/drinkobjects/toysactionhelppermissionattentioncomfortinteraction (games, social routines)information/questionsothersObservations about feelings/emotions:General observations:54. Communication Observation FormDurham District School Board
DEVELOPING COMMUNICATION SKILLS IN PRIMARY-SCHOOL-AGED CHILDRENWITH AUTISM SPECTRUM DISORDERSChecklist for Higher-Level Communication Skills1Establishes joint attention2Initiates and responds to greetings3Responds to questions within an appropriate response time4Follows three-step directions without prompts5Understands forms of language (WH– questions, pronouns,word order, possessives, etc.)6Understands classroom routines and adjusts to changes inroutines/activities appropriately7Understands non-verbal cues (facial cues, body language, andvoice tone changes)8Incorporates non-verbal cues appropriately whencommunicating9Uses adequate verbal language (with questions, pronouns,word order, possessives, etc.)10Requests clarification/repetition as needed11Responds to the speaker’s request for clarification as needed12Understands language used in his/her peer group (jargon,slang)13Uses peer group language14Interrupts appropriately15Gets attention appropriately16Understands jokes/humour17Uses jokes/humour appropriately18Requests permission as needed19Accepts advice/help/reminders appropriately20Requests actions from others appropriately (e.g., asks others tobe quiet or stop pushing)21Reacts appropriately when told to change own actions (e.g., bequiet, stop shifting the desk, move)NeverSometimesOftenAlwaysNot ObservedTools and Techniques•18155. Checklist for Communication Skills(continued)