Competing Behavior Pathways Chart: Buddy and the Bus Summary Statement/Competing Behavior Pathways Diagram Desired Behavior Maintaining Consequences Setting Antecedent Trigger(s) Problem Behavior Maintaining Consequences Alternative Replacement Behavior Positive Behavior Support Plan Outline Strategies that Make Problem Behaviors irrelevant, ineffective, and inefficient: Setting Event Preventive Teaching Consequence Strategies Strategies Strategies Strategies What are ways to change the What are ways to prevent the What can be done to increase expected What should happen when a What should happen when context to make the problem problem behavior? behaviors or to teach a replacement problem behavior occurs? desired replacement behavior unnecessary? behavior? behavior occurs? Change order of events, doesn’t have Have Buddy put his coat and backpack in a Teach him to put his coat and backpack When he engages in the expected Provide as little attention to to go to the book area right away. bin outside of the door. Tie this to a social away in the outside of the door location using behaviors, provide positive social no attention as possible. story. an activity schedule. Eventually fade this into praise (specific to what he did) as Wait until he is calm. Keep Present schedule upon exit from the the classroom with the hooks. close to the behavior as possible. bus including sensory choices. Have him choose a sensory activity before children away from going in the classroom. Teach him to ask for a break by using a Tie this to his token system. anything that might be Show social story of how to ask for a script (I need a break) or a card. thrown. sensory break. Provide him with the sensory activity first, Allow extra time with the then present him with next (book) but keep Teach him to ask to sit in another location sensory activities. “I When he has visibly calmed, Keep area clear of kids when Buddy it very short. need to sit away from the big group.” arrives in the classroom. direct him to put his coat Allow him to sit away from the large group and backpack away. for story reading time.
Competing Behavior Pathways Chart: Buddy and the Bus Summary Statement/Competing Behavior Pathways Diagram Desired Behavior Maintaining Consequences Setting Antecedent Trigger(s) Problem Behavior Maintaining Consequences Alternative Replacement Behavior Positive Behavior Support Plan Outline Strategies that Make Problem Behaviors irrelevant, ineffective, and inefficient: Setting Event Strategies Preventive Strategies Teaching Strategies Consequence Strategies What are ways to change the context to make the problem behavior unnecessary? What are ways to prevent the problem behavior? What can be done to increase expected behaviors or to teach a replacement behavior? What should happen when a problem behavior occurs? What should happen when desired replacement behavior occurs? Change order of events, doesn’t have to go to the book area right away. Present schedule upon exit from the bus including sensory choices. Show social story of how to ask for a sensory break. Keep area clear of kids when Buddy arrives in the classroom. Have Buddy put his coat and backpack in a bin outside of the door. Tie this to a social story. Have him choose a sensory activity before going in the classroom. Provide him with the sensory activity first, then present him with next (book) but keep it very short. Allow him to sit away from the large group for story reading time. Teach him to put his coat and backpack away in the outside of the door location using an activity schedule. Eventually fade this into the classroom with the hooks. Teach him to ask for a break by using a script (I need a break) or a card. Teach him to ask to sit in another location “I need to sit away from the big group.” Provide as little attention to no attention as possible. Wait until he is calm. Keep children away from anything that might be thrown. When he has visibly calmed, direct him to put his coat and backpack away. When he engages in the expected behaviors, provide positive social praise (specific to what he did) as close to the behavior as possible. Tie this to his token system. Allow extra time with the sensory activities.