1. By: Ashley Dunaway, Brianna Leiford, and Mariah Lumpkin

2. Background Information Child A Child B School: Attends Sunshine 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. School: Home with father/ 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

3. Present Problem Behavior Child A Child B Target Behavior: Hitting Description: Behavior involves 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. Target Behavior: Tantrum, 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

4. History of Behavior Child A Child B Appeared to exhibit 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. Appeared to exhibit aggression, 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.

5. Antecedents of Behavior Child A Child B 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 Reason For Behavior: 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

6. Environment Analysis Child A Child B Description: Classroom 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. Description: Small home 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.

7. Hypothesizing the “Why” of Behavior Child A Child B 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. Hypothesis: We believe 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.

8. Behavior Intervention Plan Child A Child B 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. Tokens/Points: Positive 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.

9. Behavior Intervention Plan continued… Child A Child B Reactive Strategies : When the 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. Reactive Strategies: When the behavior 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.

10. Outcome of Behavior Support Plan Child A Child B No accommodations are necessary 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! Family accommodations are necessary 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!