Teaching Students with Autism Spectrum Disorders

Appendix H
The Components of a Behaviour Plan include:
• Identification of the target behaviour (what, where, when, who and why)
< Define the problem behaviour(s) in observable, measurable terms. (What is the
frequency, intensity and duration of the behaviour?)
< Describe the environment in which the behaviour usually occurs. (In which room? What
is the physical arrangement? Are there sensory factors involved?)
< Explain when the behaviour usually occurs.
< State who is usually present when the behaviour occurs.
< Determine the function(s) of the behaviour.
• Behavioural outcomes
< Describe the desirable/alternative replacement behaviours. (This is the purpose of the
plan.)
• Environmental considerations
< Identify any changes that need to be made in the environment in order to prevent the
problem behaviour and promote the desired (replacement) behaviour.
< Specify the extent to which the plan will be implemented in various settings.
• Identify strategies/techniques that will be used to change behaviours
< Specify pro-active strategies/techniques to decrease the problem behaviour(s). (i.e.,
modifying tasks characteristics, clarifying routines and expectations, revising the activity
schedule, providing more opportunities for choice, using visual strategies, developing a
communication system, providing a quiet area, etc)
< Specify strategies/techniques to teach replacement behaviours (i.e., consider the
reinforcement schedule (frequency of rewards), magnitude (amount or intensity of
rewards), and immediacy. (delay between behaviour and rewards)
• Identify instructional methods that will be used to achieve behavioural outcomes
< Direct Instruction (individual/group
< Counselling (individual/group)
< Applied Behavioural Analysis
< Cognitive Behavioural Training
< Social Stories
< Bibliotherapy
< Drama Therapy
< Music Therapy
< Play Therapy
< Art Therapy
< Other
110 Teaching Students with Autism Spectrum Disorders