By: Ashley Dunaway, Brianna Leiford,
and Mariah Lumpkin
Background Information
Child A
Child B
 School: Attends Sunshine
 School: Home with father/
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Elementary School
Age: 4 (Preschool)
Medical history and health:
mild form of autism, physically
healthy
Educational history: Recently
transferred from an autistic class
to a typically developing class.
Communication skills: Seems
to have difficulty verbally
communicating wants and
needs.
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Sunday school
Age: 4
Medical history and health:
No non disability's, physically
healthy.
Educational history: Home
with father six days a week on
Sunday in Sunday school for a
hour.
Communication skills: Family
is bilingual child has difficultly
speaking in both languages and
trouble communicating at times
Present Problem Behavior
Child A
Child B
 Target Behavior: Hitting
 Description: Behavior involves
 Target Behavior: Tantrum,
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physical aggression and contact
with classmates and teachers.
Includes kicking, hitting, and
yelling.
Frequency: About 2-3 times per
day
Duration: About 5 minutes
Intensity: Ranges from low to
medium
Danger level: Potentially harmful
to students and teachers, but not
severe.
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hitting
Description: Behavior involves
physical aggression and contact.
Includes kicking, hitting,
screaming, and throwing things.
Frequency: About 2-5 times per
day
Duration: About 10 minutes
Intensity: Ranges from low to
high but varies
Danger Level: Potentially
harmful to students but only if
brother is in the room with him
History of Behavior
Child A
Child B
 Appeared to exhibit
 Appeared to exhibit aggression,
aggressive behavior shortly
after the main teacher was
absent for the duration of
about a week.
 The absence of the teacher
and the transition to a
typically developing class
may have caused Child A to
be in a state of
disequilibrium.
screaming after brother touches him
or takes something from him. This
happens every day.
 The brother appears to play a big
role in the child’s behavior as well as
boredom.
 The child throws a tantrum and out
burst around people and will cry
until he gets what he wants.
 Child B also tantrums when he does
not want to do something or get
something he wants.
Antecedents of Behavior
Child A
Child B
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 Reason For Behavior:
Reasons for behavior:
Circle time
Being put on the spot
Transitional periods
Personal/Emotional
Factors:
 Lack of communication skills
 Displays introvert qualities
and characteristics which
appears to inhibit group
collective work
 Brother antagonizing Child
 Boredom
 Trying to get what he wants
 Personal /Emotional Factors:
 Lack of communication skills
 Does not know how to
completely express himself and
seems confused most of the time
 Demonstrates he does not want
to do something
Environment Analysis
Child A
Child B
 Description: Classroom
 Description: Small home
setting is organized, spacious,
structured, educationally
appropriate, and inviting.
 Results: Based on this
classroom setting, there
appears to be no existing
relationship between
environment and problem
behavior.
setting sometimes organized,
no interaction with other
children other then Sundays.
 Results: Based on the home
setting, it is possible that the
child is out bursting by
always being confined in the
home and the brother
wanting to antagonize him
due to his own boredom.
Hypothesizing the “Why” of
Behavior
Child A
Child B
 Hypothesis: We believe
 Hypothesis: We believe
Child A is hitting, and yelling
because he wants to gain
attention in an attempt to
express his emotions and
avoid/escape unwanted
situations and activities that
cause him to be
uncomfortable.
Child B is hitting, and yelling
because he wants to gain
attention in an attempt to
express his emotions and
avoid/escape unwanted
situations and also to get
what he wants.
Behavior Intervention Plan
Child A
Child B
 Tokens/points: positive
 Tokens/Points: Positive
behavior charts and reinforcers
to encourage good behavior.
 Physical reinforcer:
opportunity to extend the
duration of time jumping on the
trampoline through behavior
charts.
 Verbal reinforcer: Praise
towards positive behavior, and
correction/warning towards
negative behavior.
behavior charts and
reinforcements to encourage
good behavior.
 Physical reinforcement:
Opportunity to play outside play
on iPad and play with other
children.
 Verbal reinforcement: Praise
towards positive behavior, and
correction/warning towards
negative behavior.
Behavior Intervention Plan
continued…
Child A
Child B
 Reactive Strategies : When the
 Reactive Strategies: When the behavior
behavior escalates, separate the
child for independent play or
provide one on one time with an
educational staff member.
 Verbal Prompt: Helping Child
A use his words to express his
feelings by the utilization of a
speech pathologist, flash cards,
books, and other learning tools.
 Nonverbal Prompt: When
needed, use toys and objects for
sensorimotor needs to help self
regulate.
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escalates, separate the child from his
brother, give both children time to reflect
and cool down.
Verbal Prompt: Helping Child A use his
words to express his feelings by the
utilization of a speech pathologist, flash
cards, books, and other learning tools.
Communicate between parents and
children and get them on board to follow
through with appropriate disciplinary
actions and behavior support plans.
Nonverbal Prompt: Encourage good
behavior with objects such as a Mickey toy,
toy car, and iPad.
Use reinforcements for older brother as
well. Explain leadership role and rewards
for helping his younger brother.
Outcome of Behavior Support Plan
Child A
Child B
 No accommodations are necessary
 Family accommodations are necessary
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to the curriculum.
No environmental support
changes are necessary.
It appears reinforcement of
replacement behavior is not
enough. Therefore, new teaching
such as speech/language
pathologist is necessary.
Expected outcome: Child A will
communicate verbally instead of
hitting during group instruction.
Frequency: A weekly behavior
report should be documented.
Communication is key!
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to the support plan.
Environmental support such as social
interaction changes are necessary.
It appears reinforcement of
replacement behavior is not enough.
Therefore, constant reminders for
tokens and rewards are needed.
Expected Outcome: Child B will
communicate verbally instead of
throwing tantrums and hitting inside
the house.
Frequency: A weekly behavior report
should be documented.
Communication is key!