| 1. Does the challenging behavior seem to be exhibited in order to gain attention from other children? |
Yes(specify peers) |
No |
| 2. Does the challenging behavior seem to be exhibited in order to gain attention from adults? If so, are there particular adults whose attention is solicited? |
Yes(specify adults) |
No |
| 3. Does the challenging behavior seem to be exhibited in order to obtain objects (e.g., toys, games, materials, food) from other children or adults? |
Yes(specify objects) |
No |
| 4. Does the challenging behavior seem to be exhibited in order to delay a transition from a preferred activity to a nonpreferred activity? |
Yes(specify transitions) |
No |
| 5. Does the challenging behavior seem to be exhibited in order to terminate or delay a nonpreferred (e.g., difficult, boring, repetitive) task or activity? |
Yes(specify nonpreferred tasks or activities) |
No |
| 6. Does the challenging behavior seem to be exhibited in order to get away from a nonpreferred child or adult? |
Yes(specify peers or adults) |
No |
| 7. What social skill(s) could the child learn in order to reduce the likelihood of the challenging behavior occurring in the future? |
Getting attention appropriately, Sharing-giving a toy, Sharing-asking for a toy, Taking turns, Beginning interactions with peers and adults, Responding or answering peers and adults, Engaging in interactions (staying on topic with peers and adults in a back-and-forth exchange), Giving a play idea ("You be the mommy"), Playing appropriately with toys and materials with peers, Accepting positive comments and praise, Making positive comments, Giving praise to peers, Waiting for acknowledgment or reinforcement, Skills to develop friendships |
Other: |