For this assignment, we are going to revisit the case studies and hypothesis statements from last week.

For this assignment, we are going to revisit the case studies and hypothesis statements from last week. You will use your observation data and hypothesis statements to start building behavior support plans for Dana and Sarah. In order to complete this assignment, you must have completed the Case Study Activity: Hypothesis Development from Week 6.

NOTE: Before you attempt this assignment, be sure that you have watched Week 7 Reading, Resources and Videos (Part 2).

Carefully, review the observation data you collected for Dana and Sarah in last week’s Case Study Activity: Hypothesis Development. Look over Dana and Sarah’s case studies again and check your hypothesis statements against the hypothesis statements provided to you below:

Based on your review of the case studies, your observation data, and the hypotheses statement provided to you for Dana and Sarah, chose ONE hypothesis statement for Dana and ONE for Sarah, and do the following:

Identify 3 preventive strategies that relate to the setting/context of the child’s challenging behavior. Describe how would you use those strategies to help anticipate and prevent the challenging behavior.
Given what you know about the child’s developmental level and current skills, identify replacement skills/behaviors to teach the child.
Use the to record your responses.
You will submit two templates for this assignment, one for Dana and one for Sarah. Note: You will NOT need to fill out the “Adult Responses To Behavior” column in the template. That comes next week!)
Guidance for Identifying Replacement Beahviors
Remember the replacement skill/behavior MUST serve the same function as the child’s challenging behavior. For example, if the function of Dana’s hitting behavior is to avoid demands or adult requests, a replacement behavior would be using simple phrases such as ,”2 more minutes” or “Can I finish this first?” to ask for more time. Teaching Dana to use his words to delay following through with a request serves the same function as the challenging behavior. For Dana, these phrases acheive the same outcome as kicking, falling on the floor, and crying; namely avoiding the activity, even if only for a short period of time. Think about it, as adults, we delay requests made of us by asking for a few more minutes all the time! Asking for more time IS a socially appropriate way to delay immediate follow through with a request. In Dana’s case, it may give him a sense of control over what he does and buys him time before he has to stop something he enjoys and start something that is less enjoyable to him. By teaching Dana an appropriate replacement behavior, we empower him with a skill he can use instead of the negative behavior that achieves his desired outcome.
A replacement behavior is NOT “listening the first time.” Why? Becuase teaching Dana to listen the first time does not serve the same function as the challengig behavior. While this may be a goal we continue to work toward, our focus at this point is teaching Dana a socially appropriate skill that he can use instead of the challenging behavior and achieves his desired outcome. THIS IS KEY!
When teaching replacement behaviors we want to teach skills that are as easy, fast, and reliable for the child to use as the challenging behavior. Don’t make the replacement behavior developmentally out of reach for the child. If the replacement is too hard for the child, the child will likely continue to use the challenging behavior because it is easier and more effective for them.
An example of how to document preventive skills and replacement skills/behavior and link them to function is provided for you below.
Behavior Support Plan Linked to Function: Tim Example
Hypothesis Statement: In group play situations (outside play/centers), Tim uses physical aggression (hitting, pushing and pulling with two hands, kicking, and punching), to obtain toys and/or join play. When this occurs, peers relinquish the desired toy and leave the play area or an adult intervenes and provides Tim with negative attention (reprimanding, scolding, and redirecting).

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