Presenter's Answer Guide

Triggers

Behaviors

Maintaining Consequences

• Children in his space (line, small group activities)
• Children sharing toys/activities (cneters, circle, playground)
• *Setting Events: On asthma medication, tired

• Hit and/or pinch

• Children leave play area
• Children back away
• Children give up toy

Preventions

New Skills

Responses

• Line up between children who do not push
• Feet on floor to signal where to stand
• Have duplicate toys
• Timer to indicate amount of time child can play with toy
• Teach peers to support him
• Scaffold peer interaction
• Provide defined space to sit during small group

• Teach turn taking
• Use words: “My turn”
• Sit/stand within boundaries

• Praise for appropriate play
• When hits, redirect him to another area with choices
• Praise when sits/stands within boundaries
• Praise peers
• Remind to use words
• Redirect Pablo, provide support to peers to stay and not relinquish toy

Triggers

Behaviors

Maintaining Consequences

• Adult stops playing with him and gets up to leave
• *Setting Events: On asthma medication, tired

• Hits

• Adult sits back down to continue playing

Preventions

New Skills

Responses

• Safety signal that adult is going to be leaving (e.g., “2 more turns” or “3 more minutes”)
• Visual schedule that shows “teacher playtime” and “Non-teacher playtime”
• Timer to signal when playtime with adult will end.

• Call teacher’s name
• Raise hand

• Praise him when calls teacher’s name and play with him. Designate amount of time (e.g., “3 more turns, then I need to get up.”)
• Teacher informs him of when she will be available to play again
• Follow through; do not sit to play following a hit.
• Redirect to use request; then state how long you will stay (e.g., “2 minutes” or “3 turns”)

Triggers

Behaviors

Maintaining Consequences

• Child tries to take toy or activity (centers, playground)
• *Setting Events: On asthma medication, tired

• Bites child

• Adult verbally scolds
• Adult physically holds him until calm, then redirects
• when released, he gets toy or activity that he wanted.

Preventions

New Skills

Responses

• Duplicate toys available
• Timer as safety signal for class
• Anticipate when kids are nearby with highly preferred toys that he may bite
• Adult shadows/models
• Visual cue to say “stop” for when peers try to take toys
• Direct other children to first ask to join or share toys
• Role play sharing and taking turns

• Use words, tell children to “stop” when they try to take toys
• Turn-take

• Praise when uses words
• Praise when shares
• Remind to use words and give him words to say while showing him visual cue
• If he bites, remove toy from play activity.

Triggers

Behaviors

Maintaining Consequences

• Difficult task
• High demands
• Sitting in circle
• Undesired activity or materials
• Small group
• *Setting Events: Tired

• Screams, drops to floor, and hits adult

• Redirection
• Adults decrease demands
• Left alone

Preventions

New Skills

Responses

• Visual schedule of activities
• Timer as safety signal to warn Dana of transitions to high demand activity
• Choices
• First/Then (with 2 choices on the then side)
• Favorite toy/activity on visual schedule
• Modify activities to match his developmental level
• Scheduled time with favorite toy/activity on the visual schedule

• Sign “all done” to leave
• Use visual schedule to transition
• Transition when timer sounds

• When signs “all done” allow to leave (slowly increase wait time)
• Validate feelings
• Refer to schedule and help him through transition
• Remind him to use his words (while modeling sign)

Triggers

Behaviors

Maintaining Consequences

• Transition from one activity to another
• *Setting Events: Tired

• Drops to ground, scream, cries, hits adult

• Redirection
• Allowed more time in current activity
• Carried

Preventions

New Skills

Responses

• Daily picture schedule
• Timer as safety signal
• Individual warning that it is almost time to go to next activity
• Schedule time with the favorite toy/activity on schedule

• Use visual schedule to transition

• Redirect to schedule as reminder
• Help through transition
• Praise him for transitioning nicely
• Send peer to bring him an item being used in next activity as a cue

Triggers

Behaviors

Maintaining Consequences

• Adult or peers join him in play
• Adult initiates new activity
• Turn-taking
• *Setting Events: Tired

• Screams and cries

• Left alone
• Allowed to play his own way

Preventions

New Skills

Responses

• Daily picture schedule
• Timer as safety signal
• Choices of who and what to play with
• First/Then (with 2 choices on the then side). Also try to follow the difficult/ non-preferred tasks with highly preferred activities
• Favorite toy/activity on picture schedule
• Announce turn before taking a turn
• Provide warning to Dana about new activity or upcoming turn
• Train peers to support

• Sign “all done” to leave

• When signs “all done” allow to leave (slowly increase wait time)
• Validate feelings
• Remind him to use his words (while modeling sign)

Triggers

Behaviors

Maintaining Consequences

• Unstructured activities (center)

• Mouth on toys/objects (sucking/chewing)

• Children yell out that it is gross and yucky
• Children get teacher
• Teacher assists, helps her take toy to "dirty bucket"
• Redirection and teacher plays with her

Preventions

New Skills

Responses

• Provide photo visual schedule to provide structure around center time activities
• Photo choice chart for centers
• Special teacher play time on schedule
• Chewy snacks and something that is ok to chew on (chewy necklace)
• Teach peers that she needs to learn what is ok to chew and that her mouth is still “growing”
• Adult/peer support to find toy/activity
• Recruit peers to play with her as “buddies” during unstructured times
• Provide “hobby box” (special toys that she knows how to play with and can access during unstructured times)

• Only mouth/chew on food or chewy necklace
• Call teacher to play
• Access hobby box
• Initiate play with peers

• Praise her for using toys and materials correctly
• Play with her during special teacher play time
• When mouths, quickly redirect to chewy necklace if needs to chew; put toy in “dirty bucket” without comment or teacher attention
• Redirect to hobby box or toy

Triggers

Behaviors

Maintaining Consequences

• Children entering playground
• Girl with bows, ribbons, or clips sits or plays nearby

• Pulls bows, ribbons, and clips out of others' hair

• Children scream
• Adult runs to and yells "No!"
• Adult helps her play

Preventions

New Skills

Responses

• Anticipate that when girls with bows, ribbons, or clips are nearby that she may pull, and block from pulling
• Social story on greeting and playing with friends
• Teach to hold or shake hands
• Teach peers to hold out hand when she approaches to cue her to shake or hold hands

• Shake or hold hands instead
• Say “hi”
• Say “play” to peers to get them to play with her

• Redirect hand to “shake” or “hold hands”
• Praise for appropriately greeting friends
• Validate peers feelings if she pulls hair

Triggers

Behaviors

Maintaining Consequences

• Difficult activities
• Undesirable activities

• Resists walking, pulls away, and/or drops to the ground

• Adult decrease demands
• Left alone where she is to play

Preventions

New Skills

Responses

• Daily photo schedule
• Verbally safety signal when difficult activity is coming up
• Choices with photo cue
• First/Then (with 2 choices on the then side). Also try to follow the difficult/non-preferred tasks with highly preferred activities
• Favorite toy/activity on picture schedule
• “Busy Box” available with alternate activities
• Modify tasks to meet her developmental level
• Add manipulatives to difficult activities
• Add preferred objects to difficult activities

• Sign “all done” to leave
• Use visual schedule to transition
• Transition when teacher verbally cues while shown photo or object cue
• Play quietly with “Busy Box” when signs “all done”

• When signs “all done” allow to leave (slowly increase wait time)
• Validate feelings
• Refer to schedule and help her through transition
• Remind her to use her words (while modeling sign)
• Allow to play with “Busy Box” when signs “all done” (slowly increase time prior to allowing to escape)

Triggers

Behaviors

Maintaining Consequences

• Transition from one activity to another
• Asked to sit for more than 1-2 minutes

• Wanders around classroom and sometimes drops to the ground

• Adult will eventually redirect back to acitivity
• Left alone

Preventions

New Skills

Responses

• Daily photo schedule
• Timer as safety signal
• Individual warning that it is almost time to go to next activity while showing photo of next activity
• Favorite toy/activity on schedule

• Use visual photo schedule to transition (allow her to carry photo while transitioning)

• Redirect to photo schedule as reminder
• Help through transition
• Praise her for transitioning nicely
• Send peer to bring her an item being used in next activity as a cue

Triggers

Behaviors

Maintaining Consequences

• Unstructured activities (centers, play-ground)

• Plays in isolation in the corner or under table

• Left alone to play

Preventions

New Skills

Responses

• Daily picture schedule
• Timer as a safety signal
• First/Then board
• Favorite toy on schedule
• Allow her to choose a “buddy” at the start of the day to play with during unstructured activities
• Have a “cozy corner time” available as a place she can cuddle with a stuffed animal for designated time

• Use a visual schedule
• Play with “buddy”/friends
• Use “cozy corner” for designated time

• Praise for appropriate play
• Adult redirects to play with “buddy”
• Adult reviews schedule and offers choice of preferred activity or “cozy corner time”

Triggers

Behaviors

Maintaining Consequences

• Adult leaves (arrival/departure)
• Adult is nearby (centers, table activities)

• Whines and cries

• Adult goes to her
• Consoled by adult
• Adult rubs back, rocks, or holds her

Preventions

New Skills

Responses

• Gets unconditional hugs when not crying
• Social story about feelings
• Comfort area with item from home
• Schedule with who she will see after school
• First/Then mini schedule

• Identify feeling of sadness
• Verbalize, “I want a hug” or “Can I sit in your lap?”

• Validate feelings
• Help identify feelings (e.g., “I see you are sad.”)
• Verbally cue her to ask for a hug
• Anticipate transitions and cue with visual schedule

Triggers

Behaviors

Maintaining Consequences

• Wakes at night

• Cries

• Foster mother goes to her
• Forster mother lays with her until she falls asleep

Preventions

New Skills

Responses

• Timer/alarm clock that goes off indicating that mom’s coming to give hugs
• Bedtime schedule
• Bedtime social story to include: routine, stay in bed all night, when sun comes up you can get hugs from mommy and daddy
• Mom leaves room prior to her falling asleep

• Sarah calls mom or dad for hug when alarm goes off
• Uses words to gain adult attention

• Mother or father goes to Sarah in the morning to give hugs when alarm goes off
• If cries for attention, remind her to use her words (e.g., say, “Mommy, hug please.”)
• Praise for lying quietly in bed
• Parent can return to room and sit in chair to support her. Parent states time he/she will stay in the room (e.g., “Sarah, I’ll sit with you 5 minutes) and then leaves and lets Sarah know that he/she is leaving.

Triggers

Behaviors

Maintaining Consequences

• Group play (playground, centers)
• Highly preferred "single item" toys

• Verbal and physical aggression and sometimes property destruction

• Children leave area
• Children give up toys/items

Preventions

New Skills

Responses

• Provide at least 2 choices
• Social story about friends and playing together; to include: asking to join play, asking for a turn
• Timer for “popular single item toys”
• Verbal/visual cue as a reminder to “ask first” and “turn take”
• Role play how to initiate play (model)
• Teach peers to not give up toys or leave, but to call for a teacher’s assistance

• Learn to initiate play by first asking
• Learn to use cue cards to self-monitor
• Learn to use timer for turn taking with “single item toys”

• Praise for appropriate play
• Remind of choices available
• Praise others engaging in appropriate play
• Remind him to use his words. If he doesn’t retrieve words, give him words to say: “Can I please have a turn?”/“Can I play with you?”
• Support peer in keeping toy/staying in area

Triggers

Behaviors

Maintaining Consequences

• Child or adult approaches to greet him

• Verbal aggression ("I hate you."/ "I'm gonna kill you.")

• Adult verbally reprimands
• Adult helps him find an activity to play with

Preventions

New Skills

Responses

• Verbal cue of appropriate response
• Talk to and model how we greet people
• Teach “Hello” song and practice with group in circle time
• Support him in greeting peers and finding activities

• Learn to say “hi” and/or shake hands/wave hello
• Learn “Hello” song

• Prompt with choices: you can say hi, shake hands, or wave
• Praise when greets appropriately
• Praise others who greet nicely
• Ignore verbal aggression

Triggers

Behaviors

Maintaining Consequences

• Transition from preferred activity (e.g., toy play to dinner time)

• Throws toys or rams toys into objects, furniture, or other toys

• Mother plays with him
• Mother allows him to continue preferred activity a bit longer

Preventions

New Skills

Responses

• Routine picture schedule
• Choices of fun soaps for hand washing
• First/Then (e.g., “First playtime, then dinner.”/”First dinner, then train play.”)
• Safety signal “2 more minutes to play, then clean-up” (let him watch timer being set)

• Use visual routine schedule to transition
• Clean-up when timer sounds

• Validate his feelings “I know that it’s hard. I will help you clean-up, then we will go to ____”
• Help him through transition
• Praise him for transitioning nicely