Professional Documents
Culture Documents
[Address]
Source of Data:
X Observation X Teacher X Related Services Provider
X Record review X Parent ____ Other:
Non-compliance:
defined as refusals
towards work or adult Approximately 10
directives instances per 5-day Mild-Moderate 10 seconds – 10
Mild: “no”, “I don’t data collection minutes
want to”, non- (Avg. of 2 times per
responding day)
Moderate: crawling
underneath tables,
dropping to the floor,
pushing materials
aside or off table
XX attended KinderCare at the age of 3 and Care-a-lot Child Care at the age of 4. Due to
emerging speech concerns, XX was referred for a full evaluation on 5/5/2017 (age 4). Results
showed XX’s cognitive abilities fell within the average range, her social-emotional ratings fell in
the average range, and her speech fell in the average range, particularly her articulation falling in
the below average range. It was reported on the evaluation that XX had occasional temper
tantrums or unpredictable emotional outbursts. XX’s mother reported that she gets easily
distracted, has difficulty attending to a variety of activities, struggles to sit for long periods of
time, and was described as “antsy” and active.
Hypothesis statement: summary statement that describes the specific, concrete circumstances
regularly associated with the occurrence or nonoccurrence of the problem behavior
Fleeing
Global Hypothesis: XX has difficulty regulating her behavior and emotions. Her impulsivity and
attention concerns affect her ability to problem-solve or cope appropriately to situations that are
non-preferred. Reported anxiety by Mrs. S. may contribute to her need to escape the situation.
Specific Hypothesis: When XX is presented with a non-preferred task or a transition between
activities, she will engage in fleeing in order to escape the non-preferred task/activity or toward a
desired object (e.g. toy). XX will leave the carpet space during instruction, will run outside of the
classroom, and will physically distance herself from her teacher/aide within the classroom.
Non-compliance
Global Hypothesis: XX has difficulty regulating emotions and behavior and persevering on class
activities/tasks when they are non-preferred or involve academic demands beyond her abilities.
XX struggles in all academic areas that impact her enjoyment for academic tasks and her
willingness to engage in them.
Positive behaviors, activities or roles that could potentially replace the problem behaviors and
serve the same or a similar function for the student:
Movements/play breaks
Hands-on/physical activities
Positive feedback
Visual review of her daily personal schedule and use of “first-then” language
1:1 adult support to help foster independence
Frequent praise and encouragement for task completion and compliance