Preventing School Failure, 54(4), 247–255, 2010

Copyright © Taylor & Francis Group, LCC

ISSN: 1045-988X print
DOI: 10.1080/10459881003745229

Positive Behavior Supports for Children

and Youth with Autism Spectrum Disorders
Jennifer Neitzel

ABSTRACT: Positive behavior support has gained attention in limiting their ability to acquire key social, communica-
recent years as an effective practice for reducing challenging tion, and academic skills.
behaviors in children and youth with a variety of disabilities Knowing how to address interfering behaviors that
including autism spectrum disorders (ASD). The goal of positive
behavioral interventions for students with ASD is to prevent and have become problematic is one of the major challenges
reduce the occurrence of interfering behaviors, such as repetitive for parents, teachers, and other practitioners who work
or disruptive behaviors, through the use of evidence-based prac- and live with children and youth with ASD. The purpose
tices. To implement specific behavioral methods and strategies, of this paper is to (a) discuss interfering behaviors in
a tiered approach gradually increases the nature and intensity of children and youth with ASD, (b) present a model for
support for students with ASD as interfering behaviors become
more problematic. In this approach, functional behavioral assess- preventing and reducing interfering behaviors, and (c)
ment identifies possible causes of interfering behaviors as well present a variety of evidence-based practices that can
as the strategies that are implemented within the context of a be used to address interfering behaviors in children and
comprehensive behavioral intervention plan. This article aims youth with ASD.
to (a) discuss interfering behaviors in children and youth with
ASD, (b) present a model for preventing and reducing these Interfering Behaviors and ASD
behaviors, and (c) provide a variety of evidence-based practices
that can be used to address interfering behaviors in children and Throughout this article, we use the term interfering behav-
youth with ASD. ior to refer to both repetitive behavior and disruptive behavior.
There are three reasons that these terms have been grouped
KEYWORDS: autism spectrum disorders, challenging behaviors, together under the more overarching term interfering behav-
interfering behaviors, positive behavior support, repetitive and iors. First, both types of behaviors are likely to interfere with
stereotypical behaviors teachers’ or parents’ attempts to promote learning and optimal
ENGAGING IN DISRUPTIVE and other challenging child development, although only the existence of repetitive
behaviors is not required for a diagnosis of autism; how- behaviors is required for a diagnosis of ASD (Hetzroni &
ever, children and youth with autism spectrum disorders Roth, 2003). Second, for some children and youth with ASD,
(ASD) are particularly at risk for developing at least one disruptive behaviors can be triggered or caused by inadver-
challenging behavior that interferes with their learning tently or intentionally interrupting, delaying, or preventing the
and development (Buschbacher & Fox, 2003; Matson & child’s ability to engage in or complete a repetitive behavior.
Nebel-Schwalm, 2007). The term interfering behavior For example, children who insist on always sitting in the same
is often used to refer to two types of behavior that chil- spot for morning “circle time” may get upset, tantrum, or even
dren and youth with ASD may exhibit: (a) repetitive and become aggressive with themselves or others when a peer
stereotypical behaviors (e.g., repetitively rocking one’s
body back and forth) and (b) disruptive behaviors (e.g.,
Address correspondence to Jennifer Neitzel, Frank Porter Graham
aggression, tantrums). Both of these behaviors can inhibit Child Development Institute, CB#8040, University of North Caro-
students with ASD from meaningfully engaging in learn- lina at Chapel Hill, Chapel Hill, NC 27599, USA; jen.neitzel@
ing activities and social interactions with others; thus, unc.edu (e-mail).

247
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248 Preventing School Failure Vol. 54, No. 4

TABLE 1. Interfering Behaviors Displayed by Children and Youth with Autism Spectrum Disorder

Class of interfering behavior Types of behaviors observed

Repetitive and stereotypical or • Stereotyped movements with body or objects (e.g., hand flapping, body
restrictive (also referred to as ste- rocking, spinning objects)
reotypies, self-stimulatory behav- • Idiosyncratic rituals, personal routines, or compulsions (e.g., arranging
iors, mannerisms, obsessions) toys in a particular manner, having to close doors or turn off lights)
• Echolalia (e.g., repeating the same noise, word, or phrase)
• Insistence on sameness (e.g., traveling the same route home from school
everyday, doing a routine in the same way everyday)
• Narrow, circumscribe, or unusual interests, preoccupations, or attachments
(e.g., carrying a specific toy, preoccupation with weather)
• Difficulties with change and transition

Disruptive behaviors (also referred • Self-injury (e.g., biting/hitting self)

to as problem/challenging/mal- • Aggression (e.g., hitting, kicking, scratching, biting)
adaptive behaviors) • Running from the classroom unattended
• Tantrums (e.g., crying, screaming, yelling)

tries to sit in their spot. Third, from a practical perspective, the Using Positive Behavior Supports to Address
types of interventions used to treat both types of interfering Interfering Behaviors
behaviors are largely the same. Therefore, parents, teachers, Recently, there has been an increased emphasis on using
and other practitioners can think about and address these types positive behavioral interventions to modify the classroom
of behaviors using similar strategies. Table 1 outlines the two or home environment to prevent the occurrence of inter-
classes of interfering behaviors that are commonly displayed fering behaviors and teach the child or youth to engage
by children and youth with ASD. in more appropriate, alternative behaviors. Research sug-
It is important to note that all forms of repetitive gests that for educational interventions to be successful
behavior or disruptive behavior are not necessarily inter- for children and youth with ASD, positive and proactive
fering behaviors. In other words, not all types of repeti- behaviors must be considered and developed. Positive
tive or disruptive behaviors exhibited by children with behavior support (PBS) is a common prevention and
ASD necessarily warrant intervention. Some children intervention approach that has been used with children
with ASD exhibit only mild, noninterfering repetitive and youth who exhibit challenging behaviors. The primary
behaviors. For example, a child may hand flap or stare at goal of PBS is to improve the quality of life for children
his or her hand discreetly, which may not interfere with by increasing their appropriate behaviors and adjusting
learning or development in any significant way. Alterna- the learning environment to prevent interfering behaviors
tively, a child may line up toys when he or she plays by from first occurring or re-occurring. Research on PBS has
herself but not when he or she plays with others. For this shown that it is effective in reducing interfering behaviors
reason, it is imperative that parents and teachers assess for children and youth with at-risk behavior and children
each child’s behaviors individually to determine whether with a variety of disabilities including those with ASD
or not a given behavior is causing a significant problem. (Bushbacher & Fox, 2003; Carr et al., 1999; Dunlap
Often, children and youth with ASD engage in interfer- & Fox, 1999; Iovanne et al., 2003; National Research
ing behaviors because they are unable to use appropri- Council, 2001; Turnbull et al., 2002). In PBS, a tiered
ate communication or social skills to get their wants or intervention model is used to increase positive behavior
needs met (Buschbacher & Fox, 2003). If the behavior in children by gradually applying more focused support
escalates or continues to be problematic, intervention is and intervention at each level of the hierarchy (Scott &
necessary. The evidence-based practices (EBPs) outlined Caron, 2005). Figure 1 illustrates the tiered nature of the
in this paper may help to reduce interfering behaviors. intervention hierarchy used with PBS. Many elements of
However, if a given behavior is not interfering with the traditional PBS model are relevant to children and
learning, development, and interactions with others then youth with ASD (e.g., small-group instruction, individual-
parents and teachers do not have to devise a formal inter- ized interventions); however, several aspects need to be
vention plan to address it. adapted to address the core characteristics of ASD.
Vol. 54, No. 4 Neitzel 249

individualized intervention immediately for some students,

particularly when safety is a concern. The tiered interven-
tion approach for children and youth with ASD includes
prevention strategies, functional behavioral assessments,
and comprehensive behavioral interventions designed to
both decrease interfering behaviors and increase positive
behaviors and adaptive skills (National Research Council,
2001).
In each intervention tier, there is a focus on ensuring
positive relationships through team building and family
involvement. The well-being of individual family mem-
bers is considered an influential factor in the development
of children and youth with ASD. Particularly in Tier 3, it is
essential that teachers and other professionals collaborate
with family members to develop interventions that sup-
port family functioning and well-being and are consistent
across home, school, and community settings (Dunlap &
Fox, 1996). For the remainder of this article, we focus on
providing an overview of what a PBS model for children
and youth with ASD may look like and the EBPs that can
be used to prevent and reduce interfering behaviors in this
population of children.

FIGURE 1. Traditional positive behaviour supports model. Tier 1: Preventive Practices

Source: OSEP Technical Assistance Center on Positive
Behavioral Interventions and Support (2009). The primary goal of Tier 1 is to prevent interfering behav-
iors from occurring. This goal is accomplished through the
use of specific preventive practices designed to address the
First, social and communication deficits are prevalent core characteristics of ASD by changing the environment,
in this population of children; thus, the development of activities, and other interactions that may cause interfering
these skills is a key focus across all three tiers of the behaviors to escalate (Buschbacher & Fox, 2003; Sharma,
intervention hierarchy. It can be difficult to determine Singh, & Geromette, 2008). They include (a) organizing
whether children or youth are engaging in interfering a high-quality learning environment, (b) arranging the
behaviors because they have no other way to communi- environment to support positive student behavior, and (c)
cate their wants and needs. Therefore, teachers and other developing communication and social skills as part of the
practitioners must seek to identify the factors in the envi- core curriculum.
ronment that may be causing the interfering behaviors by Organizing High-Quality Learning Environments
conducting a functional behavioral assessment (FBA). In
the traditional PBS model, FBA is generally initiated in High-quality learning environments are safe, predict-
Tier 3; however, FBA is initiated in Tier 2 of this model able, and focused on building positive relationships with
for children and youth with ASD so teachers and other adults and other students (Benedict, Horner, & Squires,
practitioners can accurately identify the environmental, 2007). In classrooms and programs that serve students
sensory, and social-communication variables potentially with ASD, teachers and other practitioners should provide
causing the interfering behaviors. This problem-solving materials and activities that provide (a) a high level of
process helps teachers and families identify the possible student engagement, (b) positive classroom climate and
triggers and functions of interfering behaviors (i.e., what interactions, (c) access to preferred activities and rewards,
in the environment is causing and reinforcing the behav- (d) a consistent and predictable system of scheduling (par-
ior) as well as the subsequent EBPs that can be used to ticularly visual schedules), (e) continual access to typically
ultimately reduce their occurrence. Figure 2 illustrates developing peers, and (f) immediate and effective systems
how the traditional PBS model has been adapted for chil- of communication (Horner et al., 2002).
dren and youth with ASD. The classroom also has clearly defined rules and expecta-
Although both models use a tiered approach designed to tions for students as well as adults. For example, staff mem-
provide behavioral interventions that proceed from least to bers are aware of their roles regarding the implementation
most intensive, it may be necessary to provide intensive and of regular classroom activities (e.g., supervising areas of
250 Preventing School Failure Vol. 54, No. 4

teachers and other practitioners should consider the follow-

ing factors when designing and modifying environments
for students with ASD:
• Is there enough space for all students to participate in the
activity?
• Are work areas located in the least distracting locations
of the classroom?
• Is there anything in the classroom that might be distract-
ing to students with ASD?
• Are activity and work materials clearly marked and eas-
ily accessible to all students in the classroom?
• Do the work and activity areas have visual cues associ-
ated with them? That is, do students with ASD know
what is expected of them in all areas of the classroom
(e.g., blocks, computer, individual work area, circle time,
quiet or leisure area)?
• Do students with ASD know where to put their work
when they are finished with a task or activity?
• Does the classroom have a daily schedule posted where
all students can see it?
FIGURE 2. Positive behavior supports model for children • Do students with ASD have individual schedules that tell
and youth with autism spectrum disorders. them what they are supposed to be doing throughout the
day (e.g., picture schedule posted, portable picture sched-
the classroom, setting up materials for the next activity in ule, portable checklist)?
advance) and the application of specific intervention strate- • Are transitions included as part of the daily schedule
gies and procedures to support students with ASD (e.g., (Sharma, Singh, & Geromette, 2008)?
what strategies to use, who is responsible, when learning
opportunities will occur). Developing Communication and Social Skills
A final strategy used to prevent interfering behaviors is to
Arranging the Environment to Support Positive Student teach key communication and social skills to children and
Behavior youth with ASD. The reason for this is that communication
Environmental modifications often are used in high- and social skills are two of the more pervasive areas of
quality learning environments to provide students with developmental delay in children with ASD. Being able to
ASD the structure, visual supports, and predictability they communicate effectively is critical for all aspects of social
need to learn new skills and develop positive relation- and cognitive development. Furthermore, communication
ships with others (Henry & Myles, 2007; Horner et al., difficulties often are related to the occurrence of interfer-
2002). These types of modifications help students with ing behaviors in students with ASD (Dunlap & Fox, 1996).
ASD understand what is expected of them during daily For example, a young child with ASD may bite peers when
routines and activities. Certain modifications such as visual they take his or her toy during free play because he or she
supports and the use of individual work systems provide is not able to communicate effectively. Including activities
students with ASD the information needed to complete the that focus on developing social and communication skills
task or activity independently. For example, organizational may help prevent interfering behaviors from occurring in
support (e.g., color-coded materials that highlight relevant the first place.
parts of a task, visual schedules) and having materials A variety of EBPs can help children and youth with
located in the space where they are routinely used provides ASD increase communication and language skills such as
critical information to students with ASD to help them find pivotal response teaching (PRT), video modeling, and peer-
and put away materials without additional support from mediated instruction and intervention. Table 2 provides a
others. Teachers also may redesign social groupings so that complete list of EBPs that can be used to teach communica-
interfering behaviors are less likely to arise. For example, a tion, social, and academic skills.
teacher might move a student with ASD to a different seat In Tier 1, skill development is part of the routine cur-
during small-group activities if he becomes agitated sitting riculum and takes place daily through a balance of teacher-
next to a particular peer. To prevent interfering behaviors, directed and student-initiated activities. That is, teachers
Vol. 54, No. 4 Neitzel 251

TABLE 2. Tier 1 Evidence-Based Practices to Teach Social and Communication Skills

Evidence-based practice Description

Computer-assisted instruction • Uses computer to teach key skills

• Can be used to teach language, communication, reading (including spelling and
vocabulary), and math
Discrete trial teaching • One-to-one instructional approach that teaches skills in a planned, controlled,
and systematic manner
• Used when a learner needs to acquire a skill with the skill being taught using
prompting and reinforcement
• Each trial or teaching opportunity has definite beginning and end
• Positive praise, sometimes with tangible rewards, is used to reinforce desired
skills or behaviors
Independent work systems • Used to promote independence by organizing tasks and activities in ways that
are visually comprehensible to individuals with ASD
• Provide opportunities to practice previously taught skills, concepts, or activities
Naturalistic interventions • Occur in naturally occurring settings, routines, and activities
• Usually involve following the student’s lead
• Learner plays an active role in determining multiple aspects of the instructional
interaction (e.g., choice of location, materials, persons involved)
Peer-mediated instruction and • Designed to increase the social engagement of children with ASD
intervention • Teaches peers to initiate and maintain interactions with children with ASD
Picture exchange • Used to help children and youth with ASD effectively communicate with teach-
communication system ers, parents, and peers
• Developed at the Delaware Autistic Program by A. Bondy and L. Frost (1994)
Pivotal response training • Teaches the student to respond to naturally occurring learning opportunities and
to seek out such opportunities
• Developed to enhance four pivotal learning variables: motivation, responsiveness
to multiple cues, social initiations, and self-regulation
Social-skills groups • Teach and apply social skills in a support group format
• Students may interact and practice skills with typically developing peers
Social narratives • Interventions that describe social situations
• Aimed at helping students adjust to changes in routine, adapt their behavior
based on social and physical cues
Video modeling • Assistive technology (e.g., computers, digital cameras) is core component of
instruction
• Used to teach social, adaptive, academics, and play skills
Visual supports • Any tool presented visually to help students throughout their daily routines
• Include the use of pictures, written words, gestures, objects within the environ-
ment, arrangement of the environment or visual boundaries, schedules, maps,
labels, organization systems, timelines, and scripts
Voice output • Portable electronic devices that produce either synthetic or digital speech for the
communication aids/ user
speech-generating devices • May be used with graphic symbols as well as with alphabet keys and are used to
teach communication skills to learners with limited verbal ability
Note. ASD ⴝ autism spectrum disorders.

plan for particular times when pivotal response teaching or Tier 2: Functional Assessment-Based Interventions
video modeling are implemented; however, teachers also set Tier 2 of the PBS model, or secondary prevention, is
up the environment to ensure that opportunities for learning designed to provide more targeted support for students who
are embedded in daily routines and activities (e.g., placing continue to exhibit interfering behaviors despite the imple-
preferred items out of reach). mentation of the preventive strategies in Tier 1. Behaviors
252 Preventing School Failure Vol. 54, No. 4

that might require additional support in Tier 2 often are • how often the behaviors occur,
not dangerous; however, they continue to occur despite the • what happens before and after the behavior,
implementation of prevention strategies. Tier 2 focuses on • other variables in the environment that are affecting the
three outcomes: (a) using FBA to design a comprehensive student’s behavior, and
behavior plan that guides intervention, (b) implementing • replacement or alternative behaviors that serve a similar func-
EBPs during ongoing routines and activities to decrease tion as the interfering behavior (Buschbacher & Fox, 2003).
interfering behaviors, and (c) further developing communi-
cation and social skills. These activities differ from the tradi- Implementing Interventions to Decrease Interfering
tional PBS model in a number of ways. First, it is not always Behaviors
apparent why an interfering behavior occurs with learners
Using the results of the FBA, teachers and other team
with ASD. Therefore, teachers and other practitioners must
members identify specific EBPs that can be used to decrease
conduct a FBA to identify the function of the interfering
the interfering behavior. These practices often focus on
behavior in order to select an appropriate EBP to reduce and
providing planned teaching episodes as part of ongoing
replace that behavior. Second, small-group instruction—as
classroom routines and activities so the student has mul-
is often used in Tier 2 of the traditional PBS model—may
tiple opportunities to practice engaging in the alternative
not always be applicable to the interfering behaviors of
behavior instead of the interfering behavior. Research has
students with ASD and peer groupings may exacerbate the
suggested that when students learn more conventional ways
problem for some students. It is essential that interventions
to interact and communicate with others, interfering behav-
are individualized to meet the unique needs and character-
iors decrease (Billingsly & Neel, 1985; Durand & Carr,
istics of each learner with ASD so that interfering behaviors
1992). Therefore, teachers and other practitioners focus on
can be reduced quickly and efficiently.
teaching replacement or alternative skills by reinforcing the
student for using those skills, which increases the probabil-
Using FBA to Design a Comprehensive Behavior Plan
ity that he will use the alternative skill again in the future
FBA is a proactive strategy to intervention planning that (Buschbacher & Fox, 2003). It is more likely that the child
helps teachers and others understand the purpose of the stu- will use the replacement skill if it serves the same function
dent’s behavior and link it to relevant intervention strategies as the interfering behavior. For example, if a student hits
to reduce its occurrence (Barnhill, 2005; Buschbacher & Fox, because he wants access to another child’s toy, then teach-
2003; Gresham, Watson, & Skinner, 2001; Scott & Caron, ing him to say, “My turn” to a peer is a more appropriate
2005). Further, FBA is a key activity of Tier 2 and includes behavior, but one that would also provide him access to the
specific procedures to help teachers, practitioners, and family toy. EBPs that often are used to teach and reinforce replace-
members determine the function of the behavior and design ment behaviors include functional communication training,
interventions that focus on teaching alternative behaviors to extinction, self-management, differential reinforcement,
take the place of the interfering behavior. In general, there are and antecedent-based intervention strategies. These prac-
two functions of behavior: the person engages in the behavior to tices are easily embedded in ongoing routines and activi-
(a) get access to something in the environment (e.g., get access ties, and require very little additional planning and effort
to food or drink, get access to a specific computer activity) or by teachers and other practitioners. Table 3 provides a com-
(b) escape or avoid something in the environment (e.g., escape plete list and descriptions of each EBP that can be used to
an activity, escape a social interaction). FBA procedures include address interfering behaviors in Tier 2. These strategies can
(a) defining the student’s behavior (e.g., running from an activ- be implemented either when the interfering behavior occurs
ity), (b) reviewing the student’s records to determine medical or by creating opportunities within ongoing classroom
or physical reasons for the behavior and past interventions that routines and activities to work on the target skill. Major
have been tried, (c) observing the child with ASD in the setting features of Tier 2 intervention include the following:
where the behavior occurs, (d) interviewing team and family
members, and (e) developing a hypothesis about what is hap- • intervention is implemented during teacher-directed and
pening right before and after the behavior that is maintaining student-initiated activities;
it. At this stage, only those individuals who have direct contact • interventions are easy to implement and require little
with the student when the interfering behavior occurs are part effort by teachers;
of the assessment process (e.g., parents, teachers, paraprofes- • interventions are designed to address the function of the
sionals) (Scott & Caron, 2005). Through this process, teachers, behavior (e.g., escape, acquire something);
parents, and other staff members identify the following: • clear procedures are outlined for responding to the inter-
fering behavior when it occurs (e.g., reinforcing the
• what the student is doing that is problematic (i.e., observ- replacement behavior, ignoring the interfering behavior,
able behavior), determining who will implement the intervention); and
Vol. 54, No. 4 Neitzel 253

TABLE 3. Tier 2 Evidence-Based Practices to Reduce Interfering Behaviors

Evidence-based practice Description

Differential reinforcement of • Reinforcement provided when the learner is not engaging in the targeted inap-
other/alternative nehaviors propriate behavior (DRO), when the learner is engaging in a specific desired
behavior other than the inappropriate behavior (DRA), or when the learner is
engaging in a behavior that is physically impossible to do while exhibiting the
inappropriate behavior (DRI).
Extinction • Used to reduce or eliminate unwanted behavior
• Involves not allowing the child to have access to the reinforcer when the
behavior occurs
Functional communication • Systematic technique that replaces inappropriate or ineffective behavior serv-
training (FCT) ing a communicative function with a more appropriate or effective behavior
or skills (e.g., teaching a child to say, “My turn,” instead of biting)
Response interruption/redirection • Physical prevention (e.g., blocking) of a learner’s interfering behavior and
immediate redirection to another, more appropriate activity
Self-management • Method where learners are taught to monitor and take data on their own
behavior
• Typically used with older, high functioning learners who are capable of
reflecting on their actions
Antecedent-based intervention • Involves manipulating aspects of the environment that are known to influence
strategies a learner’s behavior (e.g., adjust lighting if it effects a student’s behavior)

• periodic data are collected to monitor the occurrence (d) provide students with constructive feedback; and
of the interfering behavior (Buschbacher & Fox, 2003; (e) generalize across activities, settings, and individuals
Newcomer & Powers, 2005; Scott & Caron, 2005). (Scott & Caron, 2005). Again, implementation of specific
activities and opportunities for learning should take place
At this point, teachers and other team members still may not
frequently throughout the day and build upon skills that
need to develop an individualized behavior plan; however, they
students already have in their repertoire (Buschbacher
should determine the potential causes of the behavior so that
& Fox, 2003). Periodic progress monitoring also occurs
appropriate EBPs are identified to address the function of the
(e.g., once per week) to determine whether the interven-
interfering behavior. Teachers and other practitioners may then
tions are effective in reducing the interfering behavior and
use an activity matrix or other scheduling technique to identify
to make decisions about when to switch tiers.
when and where it may be appropriate to implement the EBPs
in ongoing routines and activities. Tier 3: Intensive, Individualized Interventions
Tier 3 is focused on providing intensive, individualized
Developing Communication and Social Skills instruction to students with ASD who continue to exhibit
The EBPS used in Tier 1 to develop social and com- interfering behaviors despite the use of the preventive
munication skills also are used in Tier 2 (e.g., social nar- strategies and interventions employed in Tiers 1 and 2. By
ratives, video modeling); however, they are more inten- the time teachers reach this tier of support, the interfering
tional and frequent. For example, a teacher may plan for behaviors have become problematic. For example, behav-
daily small-group instruction with typically developing iors may be occurring almost continually or they may be
peers that is focused on teaching the student with ASD potentially dangerous to the student or others (Scott &
important social and communication skills rather than just Caron, 2005). Some of the same activities that are imple-
weekly. The goals of skill development instruction in Tier mented in Tier 2 also are used at this stage in the process;
2 are to (a) teach the target skill (e.g., requesting, picture however, they are more individualized and intensive. For
exchange, vocalizing and verbalizing, taking turns, ask- example, teachers and other practitioners use FBA to devel-
ing for help, initiating interactions with peers); (b) dem- op a formal behavioral intervention plan, implement more
onstrate how it is used through adult and peer modeling; intensive interventions to decrease interfering behaviors,
(c) practice with adults and typically developing peers; and monitor outcomes more frequently.
254 Preventing School Failure Vol. 54, No. 4

Using FBA to Develop a Behavioral Intervention Plan tion because of its emphasis on preventing interfering behav-
FBA continues to be an important activity in Tier 3, iors and reducing their occurrence by providing increasingly
although a clear antecedent (i.e., what happens in the envi- intensive interventions based on the results of a high quality
ronment before the behavior occurs) or function (i.e., what is functional behavioral assessment. Through the use of preven-
happening after the behavior occurs to reinforce it) may not tive and specialized instructional practices and strategies, the
always be apparent. At this point, additional team members positive behaviors of students with ASD are supported and
are included in the assessment process (e.g., school psycholo- interfering behaviors are addressed more effectively.
gist, administrator, specialists) to provide a more thorough
understanding of the behavior and why it may be happening. AUTHOR NOTE
In Tier 3, team members (a) reevaluate identified variables Jennifer Neitzel is an investigator at the Frank Porter Graham
that might be influencing the behavior, (b) gather additional Child Development Institute at the University of North Carolina
assessment information (e.g., interviews, rating scales, obser- at Chapel Hill. Her main area of interest is providing services for
young children with autism in inclusive settings using a variety of
vations, scatterplots), (c) evaluate student behavior patterns evidence-based practices.
under previous interventions, and (d) develop a more detailed
hypothesis regarding the function of the student’s behavior
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APPENDIX
Case Story

Melinda, a third grade general education teacher, has a student with autism spectrum disorder, Michael, who comes to her class for
language arts, math, and morning recess each day. Melinda has been working with the school district’s autism specialist to set up the
environment and provide instruction that meets Michael’s needs. Because Michael has difficulties with transitions, the autism specialist
has helped Melinda create a picture schedule that hangs on the dry erase board at the front of the room. The schedule contains pictures
of the different instructional activities that will occur during Michael’s time in the classroom (e.g., individual seat work, small groups,
reading alone). As each activity is completed, Melinda removes the picture and puts it in a pocket next to the schedule. This strategy
is beneficial for Michael because it helps him prepare for the changes in activities. Melinda and the autism specialist also have color-
coded materials for Michael so that he can easily find what he needs for a particular activity without additional assistance. For example,
Michael’s school books and worksheets have a colored blue dot on the outside of them, which make them easy to find so he can begin
work sooner. With the help of the autism specialist, Melinda also has begun implementing peer-mediated instruction and intervention
once a week during language arts to address Michael’s social and communication goals. Thus far, these strategies have prevented some
interfering behaviors from occurring. Despite the preventive practices that Melinda has put into place in her classroom, Michael has
begun yelling while she is providing whole-group instruction. Melinda has become quite frustrated because she doesn’t know how to
decrease the interfering behavior. Furthermore, she is unable to adequately instruct the rest of the class when Michael yells. Melinda
meets with the autism specialist and tells her that she has no idea why Michael is engaging in this behavior. The autism specialist tells
Melinda that the next step will be to conduct an informal functional behavior assessment (FBA) to figure out what might be causing
Michael to engage in this behavior. During the FBA, the autism specialist talks with Michael’s parents to see if he is yelling at certain
times at home and observes Michael during whole class instruction to identify what is happening right before and after the interfering
behavior. The results of the FBA indicate that Michael is not yelling at home and that Melinda responds to Michael each time he yells
by saying, “Michael, no yelling.” They speculate that Michael might be yelling to get Melinda’s attention. Melinda and the autism spe-
cialist decide to use extinction and self-management for 2 weeks to see if they are effective in reducing Michael’s yelling in class. They
decide Michael will have an index card on his desk that reminds him to raise his hand instead of yelling, and if he remembers to raise
his hand at least three times before yelling then he gets a special reward. The index card contains check boxes so Michael can indicate
when he did the right thing, and it has a picture of his special reward. This also means that Melinda will ignore Michael when he yells,
although she may briefly walk over and point to the index card on his desk to remind him what he should be doing to get her attention.
Melinda also will continue to focus on social and communication skills development by implementing more frequent activities that
focus on these skills. For example, Melinda plans to use peer-mediated interventions during math and at recess, and social narratives
during language arts. After three weeks of consistently trying to implement the intervention, it has become quite clear to Melinda and
the autism specialist that the intervention strategies are not working. Michael’s yelling has become more frequent and has even escalated.
For example, he now tries to leave the room during whole-class instruction. At this point, the autism specialist determines that a more
formal FBA should be conducted. She plans to observe Michael across the day. The autism specialist also asks the school psychologist
and the school district’s behavioral specialist to join the team. The goal of this FBA is to identify, as clearly as possible, what might be
causing Michael to engage in the interfering behavior. After conducting the formal FBA, the team will meet to develop an individualized
behavioral plan that will outline which evidence-based practices will be used to decrease the interfering behavior, when the practices
will be implemented, and who will be responsible for implementing them (including any additional supports that may be needed to
implement the practices effectively).
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