Part A

Introduction
Melissa is a ten year old female who has been diagnosed with high functioning autism. A Functional
Behavioural Assessment (FBA) will assist in understanding why the challenging behaviours
(physical and verbal aggression, absconding and throwing objects) are occurring at her mainstream
private school (which put herself and those around her at risk of harm), so the undesired behaviours
can be eliminated (Fox et al, 2000; Sadowski, K. 2012). A Positive Behaviour Support Plan (PBSP)
will be designed to assist Melissas teacher in decreasing undesired behaviours, by conducting the
FBA which reflects on Melissas interests, behaviours of concerns and background information.
Integrated Summary of the results
Description of the person with challenging behaviour
In reference to the case study:
Melissa is an only child who lives with her mother. Melissa is more advanced than her peers
academically, typically developing, physically independent and has diverse interests. Melissa has
trouble expressing her emotions and needs, she is unaware of how to interact with peers (social
difficulties) and her peers also find it hard to interact with her. Melissa does not understand the
concept of using her laptop at appropriate times.
It appears that Melissa enjoys being in control of situations and having choice, as she is fixated on
always doing something appealing.
Background Information
It is understood that Melissa is a single child, who lives with her mother, Cathy, she is more
advanced than her peers at school (academically), but there is no mention of medication that she has
been or is on. In the field of disability, professionals would need to gather more information that
this, to assist in understanding Melissa, however due to the nature of this assignment, this is not
possible.
The following direct and indirect methods of observation assist professionals; medical history, case
notes, previous interventions, documents from school, observation, ABC charts, scatterplots,
frequency /duration /latency /topography /locus/force recordings and interviews with; the person
with challenging behaviour and their; family, teacher, principal, doctor and relevant adults (Fox et
al, 2000; Sugai et al, 1998; Sugai et al 1999 & Sugai et al 2000).
Operational definition of the behaviour/s
Topography states what the behaviour is, however the function discusses why the behaviour occurs
(Cooper et al, 2007).
Topography

Melissa pushes or kicks her teacher or her peers, at school, when engaging in or avoiding nonpreferred tasks, social interaction is desired or wishes to gain access to an item or activity, one to
two times a fortnight.
Melissa threatens or growls at her teacher or her peers, at school, when engaging in or avoiding
non-preferred tasks, social interaction is desired or wishes to gain access to an item or activity, four
to five times weekly.
Melissa throws objects from desk onto the floor, at school, when engaging in or avoiding nonpreferred tasks or wishes to gain access to an item or activity, one to two times a day.
Melissa absconds from school, when engaging in or avoiding non-preferred tasks, social interaction
is desired or wishes to gain access to an item or activity, one to two times a day.
Below is a graph that indicates the sequences of the behaviours together.

4
3

Clusters of functions of behaviours were formed from this graph and the ABC chart (see appendix
one). Social attention, tangibles, avoidance and sensory stimulation are common functions of
behaviours (Cosgrave, 2015).
Identification of the level of priority of the behaviours of concern and level of priority
To find out which behaviours warranted intervention, the graph below was made. It shows the
functions of behaviours and how many times behaviour occur in that function.

The highest concern is the

cluster that occurs for tangible
reasons, as all four behaviours
are present and they occur the most in this cluster, in comparison to the other clusters. It is
particularly concerning that Melissa absconds from the environment and throws objects (which can
cause harm to herself and others), one to two times a day, which is another reason why this cluster
is being prioritised.
It appears that the intensity of all of these behaviours are high, majority of the behaviours occur
frequently (in accordance to the ABC chart; see appendice 1), but the duration is not specifically,
listed. It is understood that these behaviours occur at similar times though, in between 10am and
11:30 and 2:30 and 3:50. This information would be required in the field (Fox et al, 2000; Gunter &
Reed, 1996 & Gunter & Reed, 1997).
It also appears that the consequence continues to be the teacher allowing Melissa to continue with
her behaviour.
A description of the conditions the behaviours occur/do not occur and identification of the setting
events and antecedents
See appendice 1 for the incidents in the ABC Chart.
It appears that all four behaviour occur when Melissa wishes to obtain an item or gain access to an
activity.
Melissa absconds when she leaves to; go to play equipment (incident 2,3,4), go outside (5), instead
of doing what she was instructed to do and to change her incorrect word.
Melissa is physically aggressive when she wants to be it (incident 1) and wishes to change her
incorrect word (incident 4).
Melissa throws objects when she wishes to change her incorrect word (incident 4)
Melissa is verbally aggressive when she wishes to changer her incorrect word (incident 4).
Description of the preferences and interests for possible antecedent management strategies or
reinforcement protocol in Melissas Behaviour Support Plan
Reinforces used must be motivating to for the person (Crone & Horner, 2003).

The following table lists interests and preferences that could be appropriate in a school setting, see
part B for further information.

Type

Interest / Preference

Academic

Being read to, reading, looking at books, spelling, going to school, doing homework, being
the room leader, science, physical education, mathematics, free time and reading a book of
choice.

Activities

Walking and riding a bike, going for walks, playing football with parents, checkers,
baseball, monopoly, clue and group activities.

Food & drink

Getting a drink, eating candy, ice-cream and cookies

Craft and toys

Drawing/ working with tools and cars/trains

Outings

Visiting the museum, pet shop, amusement park, the zoo and library.

Routine

Planned days and activities.

Responsibility

Looking after and feeding the turtle, period of no supervision.

Praise

General praise, happy/smile faces, correct marker on page, numbers in check box, starts
on chart, special badges, accumulation of marbles/points, public display of work and
theatre tickets

Hypothesis
When there is a lack of choice, Melissa will kick, push, abscond, growl, threaten and throw objects,
in order to obtain a tangible item or gain access to a desired activity.
Information from scatterplots, frequency /duration /latency /topography /locus/force recordings, as
well as indirect and direct observations (mentioned in the background information), would be
baseline requirements, for a professional developing a succinct hypothesis (Fox et al, 2000; Sugai et
al, 1998; Sugai et al 1999 & Sugai et al 2000).
Part A word count, without headings: 1,110
Part B Positive Behaviour Support Plan
Description of the problem behaviours for intervention
Melissa absconds to; go on play equipment (incident 2, 3, 4) and go outside (5).
Melissa is physically aggressive when she wants to be it (1) and wishes to change her incorrect
word (4).

Melissa throws objects when she wishes to change her incorrect word (4)
Melissa is verbally aggressive when she wishes to changer her incorrect word (4).
It appears that Melissa wishes to have choices, so the target behaviours occur as she wants to obtain
a tangible item or gain access to a desired activity.
According to the ABC chart and case study (see appendice 1), the behaviours are of high intensity
and majority occur frequently, but the duration is not specifically listed. This information would be
required in the field (Fox et al, 2000; Gunter & Reed, 1996 & Gunter & Reed, 1997).
Short-term behavioural objectives:
The objective will increase the desired behaviour and prevent problem behaviour, (ONeill et al.,
1997).
Melissa will tolerate having delayed access to preferred activities (or items) by requesting an
activity (or item), using her cue cards (to select an activity of choice), without kicking, pushing,
throwing objects, growling, threatening or absconding, 100% of the time, recorded with stars on her
chart.
The aims of the intervention are for the behaviour to reduce, by serving the same function with a
similar behaviour, to lessen the ability of Melissa receiving what she wants, through challenging
behaviour (ONeill et al., 1997)
Melissa enjoys receiving stars on her chart, so the reinforcement, seemed to be fitting.
This is a consequence procedure that reinforces the correct response (ONeill et al., 1997) .
Long-range goals
Melissa will complete the non-preferred task, without kicking pushing, throwing objects, growling,
threatening or absconding, 100% of the time.
Antecedent management strategies
Effective antecedent management strategies suppress problem behaviours occurring (Maag,J.W,
2004) .
A task analysis could be used as an antecedent procedure to ensure Melissa understands how to
request for an activity, appropriately (Ehlhardt et al., 2008).
To prevent the behaviour occurring, the teacher could engage in a highly preferred activity with the
entire class and explain that once this finishes, the students will need to do the instructed activity,
whilst getting Melissa to agree to this.
The teacher could provide an opportunity for the child to make choices, before instructing the child
to do a task; the teacher could ask Melissa to choose an activity that she would like to do, if she
wants a different choice, during the task that the teacher instructs her to do.
These strategies have been selected as they serve the purpose of the problem behaviour and will

minimize the chances of the behaviours occurring.

The teacher could prompt Melissa to use her cues cards, by holding up a cue card or pointing to one
if she senses that Melissa is going to engage in problem behaviour.
A record book thats left in the classroom (so relief teachers and other staff, understand what has
occurred each day with the PBSP) and a communication book with Melissas mum, that goes to
and from school, should be kept. This would ensure the teacher knows if anything has occurred in
the morning that may affect Melissas behaviour and the teacher will be able to inform Cathy, about
whats occurred throughout the day. Melissa could have a communication book too, so she can
express how she is feeling about the plan.
Skill development strategies
A)Pathway analysis to identify your functionally equivalent behaviours (see appendice 2)
B)Functionally equivalent behaviours:
Melissa could: raise her hand to communicate her needs, place a red cup on her table to signify she
wishes to participate in a preferred activity and/or sit in a self-regulating corner whilst participate an
activity of choice for five minutes and return to the task.. Melissa could be taught to role play how
to interact with her peers, upon request, so she can appropriately ask to join her peers in activities.
C) Adaptive behaviours:
Melissa could use a timer to assess how long she wait, without performing challenging behaviours
and fill in out on a data sheet (see appendice 3). Melissa could ring a bell to inform her teacher that
she would like to take part in an activity of choice, but she has already decided which one and how
long she will be out there for. Melissa could draw a picture about why people talk nicely to one
another. Melissa could do an oral presentation or share news on why people talk nicely to each
other. Melissa could draw a smiley face on a chart, each time she behaves appropriately. Melissa
could learn how to emotionally regulate (see appendice 4/5).
Reinforcement protocols
The reason for a behaviour occurring, can be described in terms of the function it serves or the
reinforcement that is maintaining it (Miltenberger, 2008).
There are positive and negative reinforcements: you add something for positive reinforcement and
you take something away for negative reinforcement (Alexander, 2014). Within these, they can be
intrinsic or extrinsic can be; social: praise, hug, approval, laughing, physical: gift, activity: playing a
game, consumable: food, possession; entertainment such as time on the iPad and token: coupons
(Alexander, 2014).
Therefore, a consequence procedure (positive reinforcement) would be used as Melissa likes
receiving stars on a chart, so she receives a tangible enforcement (see objective).
Melissa needs to be reinforced immediately, with continuous reinforcement.

Other types of positive reinforcement that could be used to encourage the desired behaviour, could
be praise or smiley faces on her work and a token economy system where if the desired behaviour
occurs after a certain amount of times, Melissas work being pinned up on the wall, get to visit the
zoo; library, go for a walk, ride her bike or get a drink (see the table of her interests, in part B for
further suggestions).
Maintenance
Maintenance denotes the continuous actions of a learner, even after a training program has
concluded (Cooper, Heron & Heward 2007), prompts should be used for this to occur..
Prompting
Prompting will endorse independence (Carnahan, 2011), the teacher could prompt Melissa, by
holding up a cue card when she senses that Melissa needs to self-regulate or wants a choice.
Fading
When it appears that Melissa has grasped the concept of the desired behaviour, the teacher should
implement fading, but using partial reinforcement; variable ratio. The teacher could lower the
amount of stars that Melissa receives until she doesnt receive stars or move to a lower form of
praise, such as verbal praise, (Groskreutz, 2008) . The teacher would slowly stop prompting
Melissa.
Crisis management strategies
Emotional regulation assists in people controlling their emotions and the way they express their
emotions (Macklem, 2010). Therefore, the professional would ask the teacher if Melissa can have a
space in the classroom that is her corner to self-regulate, through emotional regulation. Melissa
could show her initiative and go there herself when she feels as if she is going to engage in problem
behaviour or has started. Staff or the teacher could ask her to go to this space, to participate in an
activity of choice. These activities could be; filling out the happy or sad sheet (see appendice 4/5),
sitting there, and reading, drawing or listening to music (as they appeal to Melissa). Alternatively
she could be asked to go for a walk or run, to lower stress levels and improve cognitive functioning
(ADAA, 2015).
Mediators
Teachers, staff, professionals, families and people close to the person with challenging behaviours,
should be a part of implementing the program (Broady, 2104), thus
Melissas teachers, who teaches Melissa, will implement this program. SSOs, Office and relevant
staff, and the Principal, would need to have an understanding so they can encourage the
implementation of this plan. These people spend a lot of time with Melissa, they have authority and
can encourage Melissa. Short courses for people who are implementing plans are beneficial
(Donnellan et al, 1985), the staff would be encouraged to attend these. The staff could attend Non-

Violent Crisis Intervention training so they know how to handle Melissas problematic behaviour
when they are at risk of injury.
Data collection methods
Direct and indirect data collection methods ensure reliability of observation (Fox et al, 2000; Gunter
& Reed, 1996 & Gunter & Reed, 1997).
Therefore, I have included intensity, frequency, duration sheets and a behaviour, sheet, which would
be expected to be filled out. It would be expected that the professional looks at the communication
book about Melissas behaviour in accordance to the plan, each day and interviews with Melissas
teacher and mother would be idea (see appendice 3).
A record book thats left in the classroom (so relief teachers and other staff, understand what has
occurred each day with the PBSP) and a communication book with Melissas mum, that goes to and
from school (this would ensure the teacher knows if anything has occurred in the morning that may
affect Melissas behaviour and the teacher will be able to inform Cathy, about whats occurred
throughout the day). Melissa could have a communication book too, so she can express how she is
feeling about the plan.
Comments and recommendations.
In reality, the writer would ensure a person-centred approach is utilised to ensure the client is
involved with making decisions, information about the client is understood and the client clearly
understand the conditions of the PBSP (Broady, 2104) to avoid difficulties. For example, Melissa
may desire extra stars, so she requests to have an excessive amount of choices.
Extreme challenging behaviours may result in the need for a long term support plan (Dench, 2005),
if it appeared that Melissa was not progressing, those involved would need to look at finding a
different type of reinforcement or assessing if the hypothesis needs alteration.
Cathy could implement this plan at home with Melissa, when she does not want to engage in chores
and tasks that she is supposed to at home to ensure these behaviours dont occur at home too.
The writer would request that the people involved with Melissa work collaboratively to achieve a
successful outcome and professional development. The writer would advise Melissa to have a
professional profile that is updated and passed onto to all of her teachers, that is paired with past
records and communication records.
The behavioural sheet (see appendice 3), could be a way of assessing the outcomes of the plan.
Overall, it appears that PBSP are an effective way of decreasing problem behaviour, but sufficient
information is needed.
Word Count without headings: 1,451
Overall word count without headings: 2,600

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Appendice 1

ABC DATA SHEET

Melissa.doc

Appendice 2 Competing Pathways Analysis Form

Desired
behaviour
Melissa will
complete the
non-preferred
task, without
kicking pushing,
throwing objects,
growling,

Typical
consequence
Melissa will
receive stars on
her chart, if she
completes the
non-preferred
task