Checklist for Assignments

Course Code: EDUC16859 Autism Spectrum Disorders

Assignment: Application Assignment #3: Positive Behavior Supports

1. I understand my professor’s expectations for this assignment. In particular, I understand his/her specifications regarding collaborating
with other students.

2. I completed this assignment independently. It was not written by another person, nor did I use another student’s work.

3. I used the documentation style recommended by my professor consistently throughout this assignment (for example, APA).

4. When including direct quotations, I have acknowledged the use of others’ words by including quotation marks around the quoted material
and I have provided full and accurate citations.

5. For paraphrased material, I put the original author’s ideas into my own words, and I have provided full and accurate citations.

6. I have properly acknowledged the use of any photographs, illustrations, charts, diagrams, figures, audio, video, etc. from outside
sources.

7. For this assignment, I have saved all of the articles I cited, all of my notes, outlines and rough drafts in the event that my professor asks to
see these.

8. I have never previously submitted this assignment, or parts of this assignment, for any other course.

9. I did not share my work with anyone else and have no intention of doing so.

10. If someone else proofread my work and provided suggestions for revisions, I made all of the changes myself.

11. I asked a librarian or a tutor for citation help if needed.

12. I understand Sheridan’s Academic Integrity Policy and am aware of the consequences of breaching this policy.
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13. I understand that I am required to submit my work to Turn It In to check for originality. This process also allows me to review my initial
work and correct any identified issues prior to submitting my work for evaluation.

Student Name(s): Rasmieh Mustapha, Samah Makia, Alaa Hamed Date: April 2, 2023
Signature(s): Rasmieh Samah Alaa
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Application Assignment #3: Positive Behaviour Supports

Rasmieh Mustapha, Samah Makia, Alaa Hamed

EDUC16859 Autism Spectrum Disorders

Professor Michelle Lane-Barmapov

Date: April 2, 2023

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Functions of Behavior Escape

Answer the following questions (this can be in point form)

Part A

1. Begin by identifying and objectively defining the behavior.

The child is crying as she tries to escape by putting her clothes on. She keeps removing the T-shirt whenever the EA puts it on.

The dressing is her issue, so she keeps crying and she is removing the T-shirt away from her refusing to be dressed.

2. Decide on how to alter the antecedents of the behavior in your scenarios to promote positive behavior change.

We educate the student on the skills so that she can genuinely change. For example, we want her to switch from yelling to

really asking for something. So, we must teach her how to ask, give her a card, do the sign, or just use one word or sign

language. Instead, the child resisted the caregiver's efforts to convince her to put on her clothing and began screaming. In this

situation, the caregivers should speak with the child and attempt to give her two options such as whether you want to wear a

white or blue t-shirt. Another example shows her a picture of herself wearing a white t-shirt. or use exchange cards for

whatever you want to wear (Sheridan College, 2023). 

3. Write down possible consequences to the behavior you have operationally defined.

The consequence of this behaviour is social praise as she would be rewarded with her favorite cookies after she has her clothes

on (Sheridan College, 2023).

4. Identify the possible function of the behavior you have identified. What is the rationale for the function you selected?
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The function of the behavior is Escape, she expressed that by crying, yelling, and refusing to be dressed. We think the girl is

yelling because she cannot communicate and express herself. She is crying because she wants to communicate that she is not

happy. We must consider the situation after they express their unhappiness to us and try to understand the situation (Sheridan

College, 2023). Crying is a child's method of expressing that something is wrong or that they need something. We as

caregivers should try to comprehend what the child might need so that we can respond appropriately. Depending on the

situation, this could mean asking if they want another T-shirt or do not want anything around their head that might make them

feel trapped.

5. Describe appropriate replacement behavior that will achieve the same function (what new skill will the student need to get

needs met?)

The new skill the student will need is “Social Skills”

Teach appropriate ways to initiate interactions. We must establish a beginning point if the challenging behaviour is yelling. We

require a stand-in. Hence, we must figure out whether the child is yelling because she does not like the t-shirt or because she

can't verbally communicate her feelings, in which case we must figure out how to teach the child to request the clothing item

she prefers to wear today. Then, we must teach her that getting the t-shirt does not require screaming all the way down to

handing me this photo. We will need to prompt her. We may need to say, "Oh, you want a blue T-shirt, not a white one"? And

we show her the pictures, then hand it back to us after showing her the photos. We could show her what she wants with a

visual schedule (Sheridan College, 2023)

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6. Decide how to alter the consequences of the behavior in your scenario to promote positive behavior change.

We can alter difficult behavior and prevent some challenging behavior when we continuously watch and assess. We should

track the girl's progress on a regular basis and the best adjustments can be made. The most effective intervention strategies

should consider the cause, the behavior, and the outcome. As a result, we have an alternative behavior, an antecedent, and a

plan for reinforcing positive behavior (Sheridan College, 2023). It may be possible to avoid or lessen challenging behavior by

avoiding its triggers. This could involve creating routines and expectations that are obvious and consistent, as well as

encouraging desired behaviors. Furthermore, we could consider relaxation techniques and how to ask for a break to help the

girl manage her anger. As EAs, we should consider how to alter the environment and give the girl time to calm down because

she has been screaming for a long time and the caregiver has insisted that she put on her clothes. Then, we should suggest

suitable alternative behaviors that will serve the same purpose. Consider that child, and how we could not support her or teach

her positive behavior if we did not consider her needs and requirements (Sheridan College, 2023).

Part B (be sure to answer the questions on the previous page before filling out the boxes below).

Positive Behavior Plan

Name: Rasmieh Mustapha, Samah Makia, and Alaa Hamed

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Challenging behavior: Screaming and melting down Possible Function: Escape

Antecedent 1 Challenging Behavior Consequence 1

 
 The caregiver is trying to  The student is yelling, Praising the child when
put the girl's t-shirt on. screaming, kicking, and getting dressed on and
hitting. rewarding her with her
  favorite cookies.
 
 
 
 
 

Antecedent 2 Replacement Behavior Consequence 2

Use choice making such as Dress on without screaming, Allow the girl to choose a toy to
two options. "White t-shirt kicking, and hitting. play with. Offer her a lot of
or a blue one,” or show her praise “Thank you for dressing
a picture of herself wearing quietly and nicely.
a white t-shirt. Or use
exchange cards for
whatever you want to wear
to prompt her.
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Antecedent 3 Desired Behavior Consequence 3

Continue with an advance Having autonomy and Continue to give her

prompt by showing her dressing on encouragement for doing
what she wants with a independently. things without any
visual schedule. challenges, and offering
praise.
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References

Sheridan College. (2023). Autism spectrum disorders (ASD) week 10 [PowerPoint Slides]. Oakville, Ontario Retrieved from ASD

week 10 - EDUC16859 Autism Spectrum Disorders (sheridancollege.ca)

YouTube. (2014). Autism, self-injury, meltdown, getting dressed. YouTube. Retrieved April 2, 2023, from

https://www.youtube.com/watch?v=sjTWy095cX0.