| 1. Does the challenging behavior seem to be exhibited in order to gain attention from other children? |
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| Yes (specify peers) |
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| 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? |
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| Yes (specify adults) |
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| 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? |
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| Yes (specify objects) |
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| 4. Does the challenging behavior seem to be exhibited in order to delay a transition from a preferred activity to a nonpreferred activity? |
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| Yes (specify transitions) |
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| 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? |
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| Yes (specify nonpreferred tasks or activities) |
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| 6. Does the challenging behavior seem to be exhibited in order to get away from a nonpreferred child or adult? |
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| Yes (specify peers or adults) |
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| 7. What social skills(s) could the child learn in order to reduce the likelihood of the challenging behavior occurring in the future? |
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| Getting attention appropriately |
Engaging in interactions (staying on topic with peers and adults in a back-and-forth exchange) |
Accepting positive comments and praise |
| Sharing - giving a toy |
Giving a play idea ("You be the mommy") |
Making positive comments |
| Sharing - asking for a toy |
Playing appropriately with toys and materials with peers |
Giving praise to peers |
| Taking turns |
Accepting positive comments and praise |
Waiting for acknowledgment or reinforcement |
| Beginning interactions with peers and adults |
Skills to develop friendships |
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| Other: |
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