Is similar to traditional behavior modification programs
Focuses on the use of positive intervention strategies that are respectful of the child
Includes strategies that are developed for groups of children, and can be utilized for any child
Includes strategies that focus on allowing children to have access to new environments to develop positive social interactions while learning communication skills
B & d
Descriptive sentences, Positive sentences, and Summarizing sentences
Anecdotal sentences, Perspective sentences, and Directive sentences
Definitive sentences, Positive sentences, and Summarizing sentences
Descriptive sentences, Perspective sentences, and Directive sentences
Three to five directive and perspective sentences for each descriptive sentence
Real photographs should always be used to help the child understand the story
Written text to ensure the same language is being used
At least one definitive statement
Chaining
Scaffolding
Reducing
Reinforcing
Function of the behavior, prevention strategies, current skills, and new responses
Hypothesis, current strategies, replacement skills, and new responses
Hypothesis, prevention strategies, replacement skills, and new responses
Hypothesis, prevention strategies, replacement skills, and summary of skills
Soften the triggers of challenging behavior
Immediately stop the challenging behavior
Stop positive behaviors
All of the above
Check to make sure the plan is implemented appropriately
Continue the plan through the extinction burst
Conduct a new functional assessment
Examine events to see if there are new triggers for behavior
Must be related to the purpose (function) of the challenging behavior and should involve changing the triggers to the behavior
Must always include tangible reinforcers
Should be used only to decrease a child’s escaping or obtaining behaviors
Could be used for all children
The skills should serve the same function of the challenging behavior
The skills will be taught when the child is screaming and resisting
Rather than ignoring the message, provide the child with a “functionally equivalent” means of communication
Make sure the reward for appropriate behavior is consistent
The teacher taught replacement skills
The teacher used most-to-least prompting
The teacher used physical guidance
The teacher allowed for “wait time” between each step so that the child had time to process the information