| Intervention, medical or otherwise, is a good way | | | | functions. Below are some of the widely accepted |
| of somehow putting a stop on the progression of | | | | indicators of each function: |
| autistic behaviors. One good intervention is the | | | | Escape or avoidance function |
| autism behavior plan or the Behavior Intervention | | | | Misbehaviors typically occur when a task or a new |
| Plan. | | | | activity is presented. This will continue until the |
| Definition of Behavior Intervention Plan | | | | activity has begun. At this point, misbehavior will |
| The Behavior Intervention Plan or BIP is a written | | | | progress until the autistic individual is allowed to |
| plan that lists down supports and strategies to | | | | discontinue doing an activity or when he is allowed |
| reinforce positive behaviors while discouraging the | | | | to leave. |
| recurrence of unwanted behaviors. In many | | | | Gain attention function |
| ways, this plan may be associated with behavioral | | | | Before or after performing a specific behavior, |
| analysis, an area in the field of psychology that | | | | the patient would try to gain the caregiver's |
| experiments on the best ways of modifying | | | | attention by smiling at him or by performing |
| behaviors. The tools here typically involve the use | | | | gestures. |
| of the ABC model which shows the relationship | | | | Gain sensory input function |
| between the antecedent or cause of the | | | | Some behaviors are products of an autistic's need |
| behavior, the behavior itself, and the consequence | | | | to experience sensory input such the need for |
| of the behavior. Quite simply, BIP focuses on | | | | better lightning or the need to hear a particular |
| these three areas to improve the behavior of an | | | | song or melody. This is expressly indicated by the |
| autistic individual. It gives more attention, | | | | child's direct request for a sensory input. |
| however, on the function of the behavior. | | | | Gain a tangible item function |
| According to the principles of functional behavior | | | | This function is indicated by an autistic individual's |
| assessment, all behaviors are purposeful. Although | | | | need to access or get an item. Indications of |
| it is clear within autism that some children act | | | | these may happen before or after the behavior. |
| spontaneously, many experts believe that these | | | | The autism behavior may begin as a result of a |
| behaviors are not completely devoid of purposes. | | | | delay in getting the item or when he clearly |
| In one way or another, a behavior serves a | | | | knows that he cannot have it. It may end when |
| purpose for the individual performing it. | | | | the item is received. |
| There are plenty of ways to determine the | | | | What is included in an autism behavior plan? |
| function of a particular behavior. One of the most | | | | Apart from the function of the behavior, other |
| effective is the systematic analysis of a certain | | | | details should appear on the plan. The target |
| behavior that provides a prediction of the | | | | behavior is of prime importance. It should be clear |
| motivation behind the behavior. There are at least | | | | for the observer which problem behaviors are |
| four categories wherein most behaviors fall under | | | | targeted for modification and what possible |
| namely, escape or avoidance function, gain | | | | function do these behaviors serve. Based on |
| attention function, gain sensory input function, and | | | | these two, strategies to increase or decrease the |
| gain a tangible item function. | | | | occurrence of the behavior should be specified. |
| Special attention should be given in understanding | | | | Interventions or skills to be taught and external |
| the function of a problem behavior and the | | | | supports needed should also be indicated on the |
| indicators for each function since an autism | | | | autism behavior plan. |
| behavior plan is partially established on these | | | | |