POSITIVE ENGAGEMENT AND EXPECTATION PLAN

HAYLEY FRY 7.5 Diagnosed with Autism Spectrum Disorder

Date: March 6, 2017

Review Date: April 26, 2017

Desired Behaviours:
- Calm and positive social interactions with peers in the classroom and in the yard no swearing or racial vilification
- Hand raised in order to contribute to class discussions no calling out during class time
- Remaining in seat and focused during class time no movement around the classroom without the permission of the classroom teacher
or Education Assistant
- Moving straight to class following bells no loitering with other students

Strategies:
- Firmly outline what you expect, phrase it positively and model it (where possible)
- Immediately correct inappropriate behaviour
- Use of a timer to assist Hayley to focus
- Provide small group activities whenever possible (large groups lead of over stimulation and heightened, undesirable behaviour to be
exhibited)
- Regularly reward desired behaviours (paper VIVOs work best)
- Provision of a safe place with good friends during break times, so Hayley can learn how to positively interact and develop her social
skills
- Use of a Chill Out card
- Enforcement of immediate withdrawal (and contact to be made with David) for swearing

Outside agency support currently accessed:

- Autism Association of WA
- SSEN:MMH (Medical and Mental Health)
- CAMHS Therapist
What is happening now
Over stimulation resulting in
frequent swearing, calling out,
movement around the
classroom without teacher
permission, and lack of focus in
class.
Following requests from peers
to enact poor behaviour,
including the engagement in
physical altercations.
Target
No swearing or unnecessary calling
out in class raising hand to
contribute to class discussions.
Focus in class use of egg timer
and stopwatch (already being
implemented by EA Kerri Coops).
Recognition of what a good friend
does and does not do.
Understand the difference between a
good friend and someone who gets
her in trouble.
Support Consequences
Ignoring Hayleys calling out is Detentions to make up wasted
crucial, and so too is the class time.
enforcement of the use of her hand if Immediate withdrawal to Kate
she wishes to contribute during class Wilsons office for a period of 20
discussions do not respond to minutes for swearing (Education
Hayley unless her hand is up. Assistant to monitor and enforce).
Education Assistant Kerri Coops,
to assist in the implementation and
re-enforcement of desired
behaviours.
VIVO rewards for positive behaviour.
Participation in Creative Sparks
Term 2.
Continued use of timer (by
Education Assistant) to assist in the
maintenance of focus during class
time.
Chill Out card enforce the use of
this card if Hayley is having trouble
settling.
Autism Association of WA social Students encouraging Hayley to
skills training. enact poor behaviour to be
Role-playing at school and at home reprimanded by Student Services.
by Education Assistant, Kate Immediate suspension for
Wilson and David (Dad). engagement in physical
Re-enforcement of desired altercations, or behaviour that
behaviours and immediately reward leads to physical altercations.
with VIVOs.
A safe place made available during
break times with good friends.

Refusal to follow instructions
from staff when in a heightened
state (continually swearing and
threating students) resulting in
the risk of physical harm to
herself.
Making her way straight to class
immediately upon hearing the bell.
Understanding that teacher requests
are for her safety and should be
followed at all times to avoid conflict
with other students.
Tell Hayley firmly what you expect
from her, phrase it positively and
model it for her (where possible)
while saying so.
Provision of engagement with
outside agencies to aide in the
development of social skills.
Consequences cannot be
enforced for behaviour that is
associated with her ASD, instead
re-enforce social expectations
and model when possible.
A desire to be the centre of
attention at all times.
Racial vilification and abusive
taunts towards students
(particularly aboriginal female
students) as a way of making
friends.
**This plan is in addition to Risk Management Plan already distributed.
Parents (David and Natalie Fry):
Deputy Principal (Kate Wilson):
Student (Hayley Fry):
Education Assistant (Kerri Coops):
Calm interactions with those around
her.
Self-monitoring of tone of voice the
ability to speak in an inside voice.
Respectful engagement with all
students, particularly aboriginal
students.
Development of an understanding
that racial vilification and abusive
taunts are offensive and do not
assistant in making friends.
Development of social skills.
____________________________
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Reinforcement of positive behaviour Continual disruption during class
by Education Assistant (Kerri Coops) resulting in detention.
and classroom teachers
inappropriate behaviour to be picked
up immediately upon being
displayed, and corrected.
Again, tell Hayley what you expect
from her, phrase it positively and
model it for her while saying so for
example, Hayley, I need you to be
mindful of your tone of voice and
speak quietly Refrain from saying,
Hayley, don't speak so loudly as
this does not tell her what is
expected and therefore, she cannot
learn the appropriate way to interact.
Rewarding of positive behaviour Immediate withdrawal into
verbally and through the allocation of complete isolation (desk and chair
VIVOs (paper VIVOs have the most at the back of KWs office) and
positive impact with Hayley) phone call to David (Dad) by Kate
Autism Association of WA Wilson.
development of social training after Immediate removal of
school hours. participation in extra curricular
SSEN:D Autism Team observing activities no netball for 1 week
Hayley during classes and providing (consequence suggested and
teachers with additional strategies. enforced by David).
Continued and repeated use of
racial taunts will result in
suspension.