aspect positive behaviour support - autism spectrum ... practice pbs... · step 2 develop an...
TRANSCRIPT
Call us on
1800 ASPECT
(1800 277 328)
Make the call
To find out more about us, what we
offer and how we can support you
1800 ASPECT (1800 277 328)
autismspectrum.org.au
Aspect Positive Behaviour SupportBehaviour Form Information Sheet
This form can be used by parents, carers and service providers when working with individuals who require a proactive approach to developing a plan for bringing about positive behaviour change.
What is an individual behaviour plan?An individual PBS plan is a collaboratively developed plan that focuses on a single ‘target’ behaviour, which people have identified as particularly challenging and may be limiting the individuals quality of life. The Aspect behaviour form is a one page document that helps a team to develop an evidence based proactive PBS plan. The form consists of three parts:
• Understanding the behaviour• Identifying the function of the behaviour• Creating a multi-element plan
The behaviour form prompt sheet (which is found on the back of the form) will help you work step by step through each of the boxes to complete the plan.
Autism Spectrum Australia (Aspect) ABN 12 000 637 267
Building 1, Level 2, 14 Aquatic Drive Frenchs Forest NSW 2086 | PO Box 361 Forestville NSW 2087 | T 02 8977 8300 W www.autismspectrum.org.au
Why develop an individual behaviour plan?It is important to start an intervention plan from the bottom of the triangle (the green zone), setting up an autism-friendly environment matched to individual needs. However, behaviour concerns may also require a functional behaviour assessment and individual Positive Behaviour Support (PBS) plan to help to understand why they are doing what they are doing, and what replacement behaviours may need to be taught or encouraged so that the individual can achieve a better quality of life. In Aspect Positive Behaviour Support we use a “Behaviour Form”.
Step 3Develop a Behaviour
Response Plan
Step 2Develop an Individual
Behaviour Plan
Step 1Set up an Autism Friendly
Environment and put in place individualised supports
Autism Spectrum Australia (Aspect) ABN 12 000 637 267
Building 1, Level 2, 14 Aquatic Drive Frenchs Forest NSW 2086 | PO Box 361 Forestville NSW 2087 | T 02 8977 8300 W www.autismspectrum.org.au
Call us on
1800 ASPECT
(1800 277 328)
Make the call
To find out more about us, what we
offer and how we can support you
1800 ASPECT (1800 277 328)
autismspectrum.org.au
Before you begin the form, write all the people who will help you gather information and implement your strategies in the ‘who is in your team box’. Ask your team to help with your assessment, develop the plan and make sure it is implemented consistently
1. A clear description of what the behaviour looks like2. Detective work around what is happening before the
behaviour occurs (setting conditions), what causes the behaviour to occur (trigger) and
3. What happens after the behaviour occurs (consequence), including the individual’s response to the reaction of others.
These observations form part of a Functional Behavioural Assessment, which can help to
4. Determine the possible ‘function’ of the behaviour. What is the individual trying to communicate through this behaviour? What might they be trying to get or get away from?
Finally, this information is used to develop a multi-element plan, including
5. Ways to change the environment to reduce setting conditions and increase support strategies.
6. Identifying replacement behaviours (what you would like the individual to do instead to communicate their message), and new skills that will need to be taught.
7. Provide positive reinforcement or encouragement to promote replacement behaviours.
8. A date for the team to review the plan.
Nam
e:
D
ate
:
Bef
ore
th
e beh
avio
ur
Understandbehaviour
Identify the function
Proactive plan for intervention
Beh
avio
ur
Set
tin
g c
on
dit
ion
s (m
ost
like
ly):
A
fter
th
e beh
avio
ur
Poss
ible
pu
rpose
of
the
beh
avio
ur
Rei
nfo
rce
repla
cem
ent
beh
avio
ur
/ new
ski
llE
nvir
on
men
tal ch
an
ge
AT
TE
NT
ION
SE
NS
OR
Y
Des
crip
tio
n:
Yo
ur
resp
on
se:
Th
eir
res
po
nse
:
TA
NG
IBL
EO
bje
ct &
/or
acti
vity
Trig
ge
rs:
Inte
nsi
ty:
Du
rati
on
:
Fre
qu
en
cy:
GE
TG
ET
AW
AY
Wh
at d
o y
ou
th
ink
they
ar
e tr
yin
g t
o s
ay?
© A
utis
m S
pect
rum
Aus
tralia
(Asp
ect)
Th
e per
son
is
try
ing t
o...
Tea
ch r
epla
cem
ent
beh
avio
ur/
new
ski
ll
How
do
yo
u t
hin
k th
e p
erso
n is
fe
elin
g?
Why
are
th
ey u
sin
g t
his
be
hav
iou
r in
stea
d o
f so
met
hin
g m
ore
he
lpfu
l?
Rea
ctiv
e S
trate
gie
s(se
e R
esp
on
se P
lan)
Rev
iew
dat
e:
Set
tin
g c
on
dit
ion
s:
Trig
ge
rs:
Bef
ore
th
e beh
avio
ur
Understandbehaviour
Identify the function
Proactive plan for intervention
Beh
avio
ur
Set
tin
g c
on
dit
ion
s (m
ost
like
ly):
A
fter
th
e beh
avio
ur
Poss
ible
pu
rpose
of
the
beh
avio
ur
Rei
nfo
rce
repla
cem
ent
beh
avio
ur
/ new
ski
llE
nvir
on
men
tal ch
an
ge
AT
TE
NT
ION
SE
NS
OR
Y
Des
crip
tio
n:
Yo
ur
resp
on
se:
Th
eir
res
po
nse
:
TA
NG
IBL
EO
bje
ct &
/or
acti
vity
Trig
ge
rs:
Inte
nsi
ty:
Du
rati
on
:
Fre
qu
en
cy:
Rea
ctiv
e S
trate
gie
s(se
e R
esp
on
se P
lan)
Rev
iew
dat
e:
GE
TG
ET
AW
AY
Wh
at?
Wh
en?
How
oft
en?
How
do
yo
u t
hin
k th
e p
erso
n is
fe
elin
g?
Wh
at d
o y
ou
th
ink
they
ar
e tr
yin
g t
o s
ay?
Why
are
th
ey u
sin
g t
his
be
hav
iou
r in
stea
d o
f so
met
hin
g m
ore
he
lpfu
l?
For
exam
ple
; has
th
e b
ehav
iou
r w
ork
ed in
th
e pa
st a
nd
are
th
ey g
etti
ng
th
eir
nee
ds
met
.
Wri
te a
ll of
th
e st
ress
ors
in t
he
day
th
at m
ake
the
beh
avio
ur
mo
re li
kely
to
hap
pen
(b
ut
do
n’t
cau
se o
r tr
igg
er it
) su
ch a
s pa
rtic
ula
r p
eop
le, p
lace
s, a
ctiv
itie
s o
r h
ealt
h is
sues
. Fo
r ex
amp
le; a
ch
ang
e of
ro
uti
ne,
a b
usy
u
nst
ruct
ure
d e
nvir
on
men
t.
Des
crib
e o
ne
beh
avio
ur
you
wan
t to
wo
rk o
n. T
ry n
ot
to u
se
vag
ue
wo
rds
like
‘nau
gh
ty’ a
nd
sti
ck t
o c
lear
des
crip
tive
w
ord
s, e
g. s
crea
min
g, i
gn
ori
ng
, hit
tin
g. G
ive
as m
uch
det
ail
as y
ou
can
. Id
eally
so
meo
ne
will
hav
e a
go
od
idea
of
wh
at
the
beh
avio
ur
loo
ks li
ke f
rom
yo
ur
des
crip
tio
n.
Des
crib
e th
e th
ing
s th
at
no
rmal
ly h
app
en a
fter
th
e b
ehav
iou
r. W
hat
yo
u (
or
oth
ers)
do
in r
esp
on
se.
For
exam
ple
; tel
l th
em o
ff,
dis
trac
t o
r ig
no
re t
hem
, ta
ke s
om
eth
ing
aw
ay,
oth
er k
ids
lau
gh
, an
d…
Gen
eral
ly a
ll b
ehav
iou
rs h
app
en f
or
a re
aso
n o
r ‘p
urp
ose
’. Fr
om
yo
ur
asse
ssm
ent
abov
e, t
ry t
o w
ork
o
ut
the
fun
ctio
n(s
) of
th
e b
ehav
iou
r. Fo
r ex
amp
le; ‘
to
get
away
fro
m s
wim
min
g w
hich
is n
oisy
, bus
y an
d to
o di
fficu
lt’,
‘to
get
atte
ntio
n to
be
give
n as
sist
ance
wit
h a
task
’ or
‘to
be g
iven
sup
port
to
calm
dow
n’.
Des
crib
e h
ow t
hey
re
spo
nd
in r
esp
on
se t
o
wh
at y
ou
an
d o
ther
s d
o.Fo
r ex
amp
le; l
oo
k h
appy
,g
et a
ng
ry, r
esis
t, d
on’
t se
em t
o n
oti
ce e
tc.
Th
is w
ill g
ive
clu
es t
o
un
der
stan
din
g w
hy t
he
beh
avio
ur
con
tin
ues
to
h
app
en.
rate
how
sev
ere
or
wh
at im
pact
how
lon
g d
oes
th
e ep
iso
de
last
how
man
y ti
mes
do
es t
he
beh
avio
ur
hap
pen
in a
n h
ou
r, o
r a
day
or
a w
eek
Wri
te t
he
thin
gs
that
hap
pen
just
bef
ore
th
e b
ehav
iou
r th
at
seem
ed t
o s
et it
off
. Fo
r ex
amp
le; a
req
ues
t, s
ayin
g ‘n
o’ o
r u
pset
tin
g t
ho
ug
ht.
Iden
tify
‘wh
at
wou
ld y
ou
lik
e th
em t
o d
o in
stea
d’ o
f th
e id
enti
fied
beh
avio
ur
of c
on
cern
? T
his
new
po
siti
ve
beh
avio
ur
sho
uld
be
as e
asy
to d
o, g
et t
he
sam
e o
r b
ette
r o
utc
om
es a
nd
wo
rk t
o a
chie
ve t
he
sam
e o
utc
om
e (b
ased
o
n t
he
fun
ctio
n) e
very
tim
e!
If t
he
ind
ivid
ual
is n
ot
able
to
per
form
a n
ew b
ehav
iou
r th
en t
his
ski
ll w
ill n
eed
to
be
tau
gh
t. U
se a
str
uct
ure
d s
kills
te
ach
ing
ap
pro
ach
to
ser
ve t
he
sam
e p
urp
ose
an
d im
pro
ve
qu
alit
y of
life
. Use
Asp
ects
‘6 S
imp
le S
teps
to
Tea
chin
g N
ewB
ehav
iou
rs a
nd
Ski
lls’ f
orm
.
Wri
te d
own
str
ateg
ies
for
the
Set
tin
g C
on
dit
ion
s an
d T
rig
ge
rs t
hat
lin
k d
irec
tly
to w
hat
yo
u f
ou
nd
in t
he
‘bef
ore
th
e b
ehav
iou
r’ a
sses
smen
t. Y
ou
r ai
m is
to
cre
ate
an e
nvir
on
men
t th
at is
bes
t su
ited
to
th
e p
erso
n a
nd
to
re
du
ce t
he
over
all a
mo
un
t of
str
ess
and
dis
tres
s, a
llow
ing
re
pla
cem
ent
beh
avio
urs
/new
ski
lls t
o b
e ta
ug
ht.
Ad
d m
ore
p
red
icta
bili
ty a
nd
str
uct
ure
, les
s d
eman
d, m
ore
ch
oic
e,
mo
re a
cces
s to
pre
ferr
ed in
tere
sts
etc.
W
hat
will
yo
u u
se a
s a
rein
forc
er e
.g. p
rais
e,
qu
alit
y ti
me,
ph
on
e cr
edit
, to
ken
s.
T
hin
k ab
ou
t th
e ti
min
g o
f th
e re
info
rcem
ent.
Do
es
it n
eed
to
be
imm
edia
te o
r ca
n t
he
per
son
to
lera
te a
del
ay.
S
tart
wit
h g
ivin
g t
he
rein
forc
emen
t ev
ery
tim
e an
d t
hen
slo
wly
fad
e to
less
oft
en.
© A
utis
m S
pect
rum
Aus
tralia
(Asp
ect)
Th
e per
son
is
try
ing t
o...
Tea
ch r
epla
cem
ent
beh
avio
ur/
new
ski
ll
Nam
e:
D
ate
:
Wh
at
you
fou
nd in
you
r ‘b
efore
th
e beh
avio
ur’
ass
essm
ent
you
nee
d t
o c
han
ge
in y
ou
r in
terv
enti
on
so
th
e beh
avio
ur
is les
s like
ly t
o o
ccu
r. R
efer
to y
ou
r E
nvir
on
men
tal S
trate
gie
s on
you
r In
div
idu
al A
uti
sm
Pro
file
for
som
e id
eas.