Topic: Behaviour Portfolio for Autism student
Description:
Develop a portfolio of materials to comprise a comprehensive Positive BehaviourSupport Plan for an individual with ASD. use the Positive Behaviour Report Sheet to present a concise overview of the plan and to provide aframework for the construction of the portfolio. In developing the plans, identify the characteristics of the individual, conduct a functional analysis of a problematic behaviour demonstrated by the individual, construct a hypothesis about the purpose of the behavior, and establish a plan to address changes in the environment,identify a replacement behavior and longer term desired social skill, identify reinforcers and design strategies to teach and evaluate replacement behaviors, desired social skills, and to develop a plan to manage the problem behavior when it occurs.
You should select an individual with ASD who is exhibiting some type of challenging behavior in order to construct your positive behavior plan. If you do not have someone to base your case study on, you may select a fictional character with ASD or utilise a case study. If at all possible, it would be best if you could base this on someone you know or someone close to you knows personally as this will make the process more meaningful. You will utilise the Positive Behaviour Recording Sheet (Positive Partnerships) as the summary document for your behavior plan and will submit a copy of this as a succinct overview of your plan. In addition, you will submit a portfolio comprising your behavior plan,which embeds relevant links to the research and theory that supports your decisions.
submit the following in their your portfolio:
1. A copy of the Positive Behaviour recording sheet providing a succinct summary and overview of your plan.
2. A full description and background of the individual with ASD which clearly describes the individual’s home and learning background,the home and academic contexts in which they are working, and the individual’s needs, interests, and abilities in the key areas for individuals with ASD. (cognitive-information processing, communication, sensory, restricted repetitive behaviours, social)
3. A functional behavior assessment including identification of characteristics of individual, operational definition of behavior, antecedent, and consequence of behavior.
4. 2 data collection sheets with 1 sheet providing an ABC analysis of behavior and 1 sheet providing information on baseline levels of behavior (i.e. duration, frequency, latency, etc.)
5. A statement of hypothesis about the function of the behavior including support in literature from what has led you to formulate this theory.
6. A clear statement identifying a replacement behavior and a more longterm goal for teaching a desired social skill.
A clear plan of action for addressing the behavior including:
7. An ecological assessment and discussion of environmental changes that need to be implemented to address the behavior and to provide a more effective antecedent for more positive behaviours.
8. A clear plan of action for using evidence-based practice to teach the replacement behaviors and desired social skill(s).The plan should include identification of reinforcers and consequences that will be used to teach the new behavior and social skill(s).
9. A plan of action for managing the behavior when it occurs.
10. Discussion of how data will be collectedto evaluate effectiveness of program in teaching new behaviours/skills and decreasing challenging behaviours.
Please be aware that your plan needs to be supported by research and references should be cited throughout.
Criteria for Evaluation:
1. Demonstrate understanding and knowledge of all course content regarding theoretical frameworks in developing positive behavior plans for individuals with ASD.
2. Demonstrate ability to link theory with practice to provide regarding putting theory into practice to address needs in behavior and social emotional learning for individuals with ASD.
3. Demonstrate ability to present information in a coherent and logical manner, substantiating viewpoints and linking personal experience to theory and research, and revealing evidence of analysis, synthesis and critique
4. Make effective use of recent, relevant, high quality literature to inform the topics and represent sources using APA (6th ed.) referencing style