#1110-6900 Graybar Road, Richmond BC, V6W 0A5

Tel. 604 232 4122

www.abacentre.ca

Isabellas Morning Routine

Calmly communicates with mom or dad to explain what she would like, or what is bothering her Desired Behaviour -She wakes up late (ie. is hungry when she gets up) -Both parents are part of the morning routine Setting Event(s) -Given a choice -Uncomfortable in clothing -Bothered by brother -Screaming and crying -Running around house -Repeatedly slamming doors -Flailing arms/legs -Hits or scratches herself Problem Behaviour Is able to repeat a phrase modelled by a parent, that addresses the presumed reason for the tantrum (ie. to change clothing; to ask for help, etc.) Alternative Replacement Behaviour Throw a party! (Lots of praise and affection from parents) -Possibly a treat Maintaining Consequence -Is offered different clothing (or other choices) -Parent attention

Antecedent Trigger(s)

Maintaining Consequence

Strategies that Make Problem Behaviours Irrelevant, Ineffective, and Inefficient

Setting Event Strategies Try to keep to a scheduled wake up whenever possible Try assigning one parent to the morning routine with Isabella (if that is reasonable however, switch up who that parent is for different days) Preventative Strategies Offer a choice between two items, and only have a short time for Isabella to make a choice. Use the morning visual support, and involve Isabella in crossing off activities as she moves through her morning. She earns reinforcement for completing tasks of the morning routine while following Isabellas rules Keep track of clothing items that seem problematic (write down what she was wearing on particularly difficult days). Teaching Strategies Teach Isabella the phrases she can use to ask for help, especially with physiological states (ie. Im uncomfortable; My hair is bothering me, etc.) **Teach Isabella calm-down strategies so she can learn to selfregulate her emotions. Consequence Strategies Desired behaviour: If Isabella calmly expresses what she wants or needs honour that request, and give her lots of praise and affection. Alternative behaviour: If Isabella seems somewhat bothered, and you provide her with appropriate language, and she is able to copy that sentence, help her with what she wants/needs. Offer praise for keeping calm. Minor Problem Behaviour: Coach her to calm her body, and provide sentences to model. Remind her to use her calm-down strategies. Major Problem Behaviour: Set a visual timer for 3 minutes at most, and tell her that she needs to calm her body down. Step away from Isabella, and do not provide her with any attention (other than physically blocking any aggression towards herself if necessary). Once the timer is up, provide her with the appropriate sentences to model again. She cannot earn a reinforcer (candy) when she completes that activity.

ABA Learning Centre Ltd.

Program Only Valid Under The Direct Supervision Of A Professional Of ABA Learning Centre

#1110-6900 Graybar Road, Richmond BC, V6W 0A5

Tel. 604 232 4122

www.abacentre.ca

Behaviour Support Plan for Isabella during the Morning Routine

Setting Event Strategies: Keep a scheduled wake-up time when possible: One identified setting event was having Isabella sleep in. On those days, she seems to wake up more hungry and/or thirsty. Try to minimize the sleep-in days when possible, so Isabella can stick to a routine. If this is not possible, offer Isabella food and drink right away when she wakes up. Assign one parent to the morning routine for each day: Have one primary parent who is in charge of helping Isabella through her morning routine. It is just fine to change who that parent might be on any particular day, however, let her know in the morning when you go to wake her up. Keep track to see if problem behaviour is more likely with mom or dad, as you both have admittedly different parenting styles. Preventative Strategies: Offer choices, but limit responding time: Isabella is currently struggling when offered choices. While we dont want to take choice away, lets minimize the event itself. Limit your choice to one of two items/activities, and only give her about 10 seconds to make a choice. If she has not made a choice, choose for her, and quickly redirect her to the next activity. Avoid dwelling on the choice itself, or reprimanding her for not making a choice. This will hopefully remove the power struggle aspect to the choice making. Use the morning visual aid: Use the morning checklist, which will help Isabella move through activities. When she completes any task on the schedule without problem behaviour, reinforce this by giving a small candy (eg. Tic Tac), and praise. Eventually, we can fade the candy reinforcer, giving it less frequently, but only after the problem behaviour is greatly reduced. In most cases, it is not important that she complete all the steps of the morning routine in a linear manner, so allow some flexibility with this. Remind Isabella of the expectations for the morning: Refer to Isabellas rules, to remind Isabella of the expected behaviour, and of how she can earn her candies. Avoid putting Isabella in problematic clothing: When Isabella has a tough morning, write down the clothing that she was wearing, to get an idea of potentially irritating clothing items. As you identify problematic clothing, take those out of her wardrobe rotation, at least until she becomes more consistently able to communicate when clothing is bothering her. Teaching strategies: Teach Isabella phrases to ask for help: In particular, we want to teach Isabella some language around managing her physiological discomforts (eg. hunger, thirst, uncomfortable with clothing, tired, etc.), as these are the most difficult for us to see. Consistently label your own physiological ABA Learning Centre Ltd.
Program Only Valid Under The Direct Supervision Of A Professional Of ABA Learning Centre

#1110-6900 Graybar Road, Richmond BC, V6W 0A5

Tel. 604 232 4122

www.abacentre.ca

discomforts, so she hears the language frequently, along with showing her the action you take to resolve them (ie. Im feeling hungry, so I can get a snack, or This shirt has a scratchy tag, so I can cut it off). Offer praise when she successfully uses this language, or asks for help in other situations as well. Teach Isabella a calm-down routine: Lauren will start teaching Isabella some calm-down strategies at school, including progressive muscle relaxation and deep breathing. As Isabella becomes more proficient at these strategies during calm and relaxed times during the day, we can start to teach her to use these strategies when she is feeling anxious or upset. Materials that I will use include: Angry Octopus by Lori Lite, and When My Worries Get Too Big by Brenda Smith Myles. I will also teach her some language around The 5 Incredible Point Scale by Kari Dunn Buron. Consequence Strategies: Desired behaviour: If Isabella calmly expresses what she wants or needs honour that request, and give her lots of praise and affection (aka. throw her a party!). If this is in the context of the morning routine, give her a small candy when she completes a task. Alternative replacement behaviour: If Isabella seems somewhat bothered, provide her with appropriate language or sentence that is related to the presumed trigger. If she is able to copy that sentence, help her with what she wants/needs. Offer praise for keeping calm. Minor Problem Behaviour: Coach her to calm her body, and provide sentences to model. Remind her to use her calm-down strategies. Major Problem Behaviour: Set a visual timer for 3 minutes at most, and tell her that she needs to calm her body down. Step away from Isabella, and do not provide her with any attention (other than physically blocking any aggression towards herself if necessary). Once the timer is up, provide her with the appropriate sentences to model again. If she has not calmed down, reset the timer, and step away again. Once she has calmed down, redirect her to the next activity, without dwelling on the tantrum (this is not the time to teach her calm down strategies, etc.). She has now lost the opportunity to earn a candy for that activity in the schedule.

ABA Learning Centre Ltd.

Program Only Valid Under The Direct Supervision Of A Professional Of ABA Learning Centre