Bryce is a student in grade 2 with an ASD

Approximately 2 Min Read

Bryce is a student in grade 2 with an ASD diagnosis as well as ADHD. He is verbal and can follow most directions and instructions, although often requires adult prompting to do so. He enjoys watching YouTube videos and playing Roblox and is allowed regular access to his iPad throughout his school day. He receives special education services that include speech therapy and occupational therapy once a week. At school he enjoys a range of social activities, especially recess where he plays tag with his friends. When Bryce doesn’t get “his way,” he tends to argue, yell, scream, and will occasionally hit others. Yesterday, when it was time to start working on his Journal, Bryce’s EA placed the journal on his desk and said, “Bryce, time to put your iPad away and get started on your Journal.” When Bryce ignored the direction, Bryce’s EA removed the iPad and said, “You can have more iPad when you finish your Journal.” Bryce hit the EA several times, and continued to yell and scream for a few moments, until the EA brought him into the hallway to calm down.
Write an operational definition (clear description of the behaviours such that anyone can understand/measure it in the same way) for either: 1) yelling, or 2) hitting.
List the antecedent(s) and consequence(s) surrounding the problem behaviour.
Write the possible function(s) of the problem behaviour.
What method of data collection would be most appropriate for tracking 1) hitting, and 2) yelling?
Based on the possible function(s), what could the EA have done differently in this scenario?
What is a potential replacement behaviour the EA could teach Bryce that serves the same function(s)?
Based on the possible function(s), what might the EA’s next steps be in the above scenario to avoid reinforcing the problem behavior (starting from the hallway)?

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