Student Behavior Support Summary
The best behavior support is to have students engaged in appropriate activities using the prompt levels necessary to ensure their success and participation – catch them being engaged and reinforce that behavior.
Student name: Tobin B Date: Spring 2016
General Personality Profile: Tobin is generally a happy, pleasant young boy. He has tons of energy and at times needs reminders to slow down and focus. He does at time crash and lose focus on what is happening around him. Tobin is quite flexible when handling changes in the routine and from moving from one activity to another.
Independent Daily Living Skills: Tobin is toilet trained and feeds himself. He is on a gluten free diet and sometimes doesn’t like the gluten free choice. He dresses himself, puts his coat on by himself, and carries his own backpack though he is happy to have you do it for him.
Method of Communication: Tobin speaks in phrases and sentences. He has just begun asking questions and advocating. If he doesn’t like something or isn’t ready to move to another activity he will tell you “No thank you, I don’t think so”. We are working on accepting “Not a choice” for an answer to these statements.
Prevention and Teaching Strategies
• Teach Yes/No and have available on strips
• Use behavioral momentum (begin with easy tasks then move to more
difficult/less-preferred tasks)
• Use first-then
• Offer choices
• Use accommodations/ modifications to make task more interesting
• Incorporate student interests within the activity (e.g., math problems are
superimposed on trains)
Responding Strategies
• Pointing
• Augmentative communication device (tech talk, MAC buttons, iPad)
• Picture Exchange
• Verbal
Student Behavior:
1. Disengaged – staring off into space and not re-engaging when his name is called
Strategies used to redirect from least to most restrictive
1. Move closer to him and restate question or direction if a calm firm
voice
2. Say his name and touch his leg until you get his attention
(look/oriented to you) restate question or direction support
participation as needed
3. Offer Yes/No choice to get a response -prompt to touch Yes/No if
he doesn’t become engaged
4. Stay with him asking questions until he gives you independent, consistent responses.
2. Loud volume
Strategies used to redirect from least to most restrictive
1. Remind him to talk with his “inside voice”
2. Whisper to him and have him whisper back to you a response to
turn his volume down – praise the quiet voice.
3. Body slamming peers to initiate engagement
Strategies used to redirect from least to most restrictive
1. Tell him stop, blocking access to peer if necessary
2. Give him the words to use to ask peer to play, run, catch
the ball….
Catch him doing things well and praise him