O e l b a l i a v a Tools and Techniques 177 52 Functions of Behaviour T o o l

O e l b a l i a v a tools and techniques 177 52

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O e l b a l i a v a Tools and Techniques 177 52. Functions of Behaviour
T o o l s a n d T e c h n i q u e s 178 ASD – POSITIVE BEHAVIOURAL INTERVENTION PLAN Name 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 rationale a) b) c) 2. Strategy 2 and rationale a) b) c) 3. Strategy 3 and rationale a) b) c) 53. Positive Behavioural Intervention Plan
Strategies to deal with the problem behaviour(s) 1 . Strategy 1 and rationale a) b) c) 2. Strategy 2 and rationale a) b) c) 3. Strategy 3 and rationale a) b) c) Next review date: Tools and Techniques 179 Peel District School Board
T o o l s a n d T e c h n i q u e s 180 Communication Observation Form – Requests Name: _____________________ Date: _____________________ Context: _____________________ Column A = physical manipulation Column I = tantrum Column B = giving/showing Column J = crying/whining/screaming Column C = pointing Column K = vocalizing Column D = gaze shift Column L = verbal (echo) Column E = proximity Column M = verbal (creative) Column F = head nod/shakes Column N = other Column G = facial expressions Column O = other Column H = aggression REQUEST A B C D E F G H I J K L M N O food/drink objects/toys action help permission attention comfort interaction (games, social routines) information/questions others Observations about feelings/emotions: General observations: 54. Communication Observation Form Durham District School Board
DEVELOPING COMMUNICATION SKILLS IN PRIMARY-SCHOOL-AGED CHILDREN WITH AUTISM SPECTRUM DISORDERS Checklist for Higher-Level Communication Skills 1 Establishes joint attention 2 Initiates and responds to greetings 3 Responds to questions within an appropriate response time 4 Follows three-step directions without prompts 5 Understands forms of language (WH– questions, pronouns, word order, possessives, etc.) 6 Understands classroom routines and adjusts to changes in routines/activities appropriately 7 Understands non-verbal cues (facial cues, body language, and voice tone changes) 8 Incorporates non-verbal cues appropriately when communicating 9 Uses adequate verbal language (with questions, pronouns, word order, possessives, etc.) 10 Requests clarification/repetition as needed 11 Responds to the speaker’s request for clarification as needed 12 Understands language used in his/her peer group (jargon, slang) 13 Uses peer group language 14 Interrupts appropriately 15 Gets attention appropriately 16 Understands jokes/humour 17 Uses jokes/humour appropriately 18 Requests permission as needed 19 Accepts advice/help/reminders appropriately 20 Requests actions from others appropriately (e.g., asks others to be quiet or stop pushing) 21 Reacts appropriately when told to change own actions (e.g., be quiet, stop shifting the desk, move) Never Sometimes Often Always Not Observed Tools and Techniques 181 55. Checklist for Communication Skills (continued)

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