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Hypothesis Statement : DANA Context (Setting) Trigger (immediate antecedent) Behavior Maintaining Consequence ● Dinner Time ● Dana is watching videos and his mother asks him “Are you ready for dinner?” ● Dana whines and kicks his mother FUNCTION - Dana doesn’t want to eat dinner yet. ● Dana’s mother sits and joins him in watching videos for a few minutes. Behavior Support Components Matched to Observation Components And Function Prevention Strategies New Skills To Teach (Replacement Behaviors) Adult Responses to - Replacement Behavior - Challenging behavior Some prevention strategies I would use for Dana consist of - ● Providing a child with an individual prompt and visual cue - Danas caregiver can have him arrange the utensils in the correct order by showing him a picture of the proper placement and she can show him how to put them beside the plate. ● Reviewing the rules and expectations with a child prior to the activity - This strategy can help Dana transition to dinner time more smoothly. His caregiver can tell him what she expects from him Some replacement behaviors consist of - ● Dana telling his mom for a little more time - For example using his words saying “Can I have five more minutes?” ● Dana can take a deep breath if he is feeling upset and think about his feelings and how he can respond to his mom.

during the transfer and how she expects him to treat her when she asks him if he is ready for dinner. She can also communicate with how she will feel if the rules and expectations are/aren’t being followed. ● Providing a child with explicit choices to make or materials to use within an activity - If I was Danas mother she could give him the materials to set the table such as the napkins, spoons, forks, and plates. Dana can pick which seat he would like as he sets the table. Hypothesis Statement : SARAH Context (Setting) Trigger (immediate antecedent) Behavior Maintaining Consequence ● Mother drops off to foster parents ● Mother drops off Sarah at her foster home and says good- bye. ● Sarah cries loudly and reaches for her mother. FUNCTION - Sarah doesn’t want to go to foster parents. ● Mother picks her up, begins to cry, and rocks her. Behavior Support Components Matched to Observation Components And Function Prevention Strategies New Skills To Teach (Replacement Behaviors) Adult Responses to - Replacement Behavior

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