Description
This is a culminating project that works to integrate and apply the knowledge and skills you have acquired throughout your time here at our program. In capstone 1, assignment included writing a case conceptualization and behavior reduction goal, and skill acquisition goal on an example client named Albert. Albert’s case information and part 1 of capstone is attached below. The second part of the capstone is based on development of the program from part 1. Part 2 includes creating a Intervention Conceptualization and Written Programs
Unformatted Attachment Preview
This is a culminating project that works to integrate and apply the knowledge and skills
you have acquired throughout your time here at our program. In capstone 1, assignment
included writing a case conceptualization and behavior reduction goal, and skill
acquisition goal on an example client named Albert. Albert’s case information and part 1
of capstone is attached below. The second part of the capstone is based on development
of the program from part 1. Part 2 includes creating a Intervention Conceptualization and
Written Programs
II. Develop Programming – How do we address our targets?
The second target of the capstone project allows for you to demonstrate your ability to
take behavioral targets and develop programming that is evidence-based; balancing
issues related to things like ethics, environmental considerations, and DEI. Additionally,
you will demonstrate your ability to write programs that are comprehensive, targeted,
and clear.
Assignment
•
•
•
Use materials from the first assignment to help guide your choice of an
evidence-based intervention for each of your target behaviors.
Write a summary of the intervention and the supporting literature – relate
back to the referral concerns, current level of functioning, environmental and
ethical considerations, and DEI (3-5 references PER intervention).
Write comprehensive programs
o Behavior Reduction – current level of performance, mastery
criterion, data collection, prompting, extinction, shaping, fading,
generalization, etc. Complete the same for the replacement
behavior.
o Skill Acquisition – current level of performance, mastery criterion,
data collection, prompting, extinction, shaping, fading,
generalization, etc.
Materials Submitted
•
•
Intervention Conceptualization, with references (5-8 pages)
Written Programs (3-4 pages)
Below is the rubric for this assignment:
Capstone 2
Criteria
Ratings
Pts
Intervention
Conceptualization
15 to >12.0 pts
Proficient
The following
items were
addressed in
sufficient detail: – a
summary of the
intervention and
the supporting
literature – related
back to the referral
concerns, current
level of
functioning,
environmental and
ethical
considerations, and
DEI. A minimum
of 3-5 references
per intervention
were used.
12 to >9.0 pts
Competent
Most of the
following items
were addressed, or
all were addressed
but missing detail or
less than the
required references
were used to
support the
interventions. A
summary of the
intervention and the
supporting literature
– related back to the
referral concerns,
current level of
functioning,
environmental and
ethical
considerations, and
DEI.
9 to >0 pts
Novice
Missing several of
the following items
and the descriptions
were missing
important detail and
less than 3-5
references per
intervention were
provided. A
summary of the
intervention and the
supporting literature
– related back to the
referral concerns,
current level of
functioning,
environmental and
ethical
considerations, and
DEI.
15 pts
Capstone 2
Criteria
Ratings
Pts
Written Programs
10 to >7.0 pts
Proficient
Wrote the following
programs in
sufficient detail: o
Behavior Reduction
– current level of
performance,
mastery criterion,
data collection,
prompting,
extinction, shaping,
fading,
generalization, etc.
Complete the same
for the replacement
behavior. o Skill
Acquisition current level of
performance,
mastery criterion,
data collection,
prompting,
extinction, shaping,
fading,
generalization, etc.
7 to >4.0 pts
Competent
Missing detail for
the following items:
o Behavior
Reduction – current
level of
performance,
mastery criterion,
data collection,
prompting,
extinction, shaping,
fading,
generalization, etc.
Complete the same
for the replacement
behavior. o Skill
Acquisition current level of
performance,
mastery criterion,
data collection,
prompting,
extinction, shaping,
fading,
generalization, etc.
4 to >0 pts
Novice
Missing multiple
details o Behavior
Reduction – current
level of
performance,
mastery criterion,
data collection,
prompting,
extinction, shaping,
fading,
generalization, etc.
Complete the same
for the replacement
behavior. o Skill
Acquisition current level of
performance,
mastery criterion,
data collection,
prompting,
extinction, shaping,
fading,
generalization, etc.
10 pts
Capstone 2
Criteria
Ratings
Pts
Length of
Document
3 pts
Proficient
Intervention
Conceptualization
with references (58 pages) Written
Programs (3-4
pages)
Grammar,
Spelling, & APA
style
Total Points: 30
2 pts
Competent
Intervention
Conceptualization
with references was
less than 5 or more
than 8 pages; or
Written Programs
was less than 3 or
more than 4 pages.
2 pts
Proficient
No grammar or spelling
mistakes throughout the
paper. If APA citations
are provided, the student
correctly provides APA
citations and references.
1 pts
Competent
Minor spelling
and grammatical
mistakes
throughout
paper.
1 pts
Novice
Both Intervention
Conceptualization
with references was
less than 5 or more
than 8 pages and
Written Programs
was less than 3 or
more than 4 pages.
3 pts
0 pts
Novice
Numerous
spelling and
grammatical
mistakes
throughout paper.
2 pts
Albert Wu’s Case
Jeffin Baby
SPCE 683
2/18/24
Albert Wu’s Case
The circumstances surrounding Albert Wu’s diagnosis of OCD and autism spectrum
disorder at the age of twelve highlight the critical necessity for an individualized and considerate
therapeutic intervention approach. This case illustrates the need to consider the person’s cultural
background and environmental context, in addition to showing the inherent challenges in
addressing the interaction between neurodevelopmental problems and mental health. Developing
a treatment plan that honors Albert’s unique personality and needs requires careful consideration
of ethical issues and a dedication to diversity, equity, and inclusion principles. The goal is to
understand Albert’s strengths and weaknesses so that behavioral objectives and skill acquisition
may be chosen to promote his growth and well-being. This conceptualization aims to provide the
foundation for compassionate and effective interventions, showing the significance of tailored
approaches in promoting positive results for people with profiles like Albert’s.
Referral Concerns
With Albert’s referral concerns, it is evident that his self-harming and violent behaviors
are a vital concern, which puts his physical and mental health at serious risk. This escalation has
compromised his safety, removing him from his normal school environment and depriving him
of opportunities for growth and socialization with other students. In addition to minimizing these
negative behaviors, these interventions should work to create an environment in which Albert
may grow emotionally and socially and reconnect meaningfully with his peer group and school
environment. Other concerns include working on replacement strategies such as selfmanagement for his problem behaviors of self-injurious behavior and aggression. Another
concern is learning and practicing activities of daily living to increase independence. The
addition of communication and advocacy can also assist in advocacy and social settings.
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Current Level of Functioning
Albert’s present level of functioning is defined by his capacity to use 1–3-word phrases to
express his needs and requests, which is an essential skill for fundamental communication.
However, this ability is restricted when expressing complex needs or emotions. This limitation
corresponds with his difficulties in controlling behaviors such as aggression and self-harm,
which provide substantial obstacles to his social integration and acquisition of knowledge
(Sullivan et al., 2019). The presence of these behavioral disorders highlights the need for
programs that specifically target the improvement of Albert’s communication skills and the
effective management of his behavioral difficulties. His situation necessitates an individualized
approach, considering his cultural background and responding to his needs. The goal is to
enhance his capacity for communication beyond simple demands, diminishing his dependence on
troublesome behaviors expressing unfulfilled desires or disappointments. The important aspect
of organizing Albert’s educational and therapeutic intervention is prioritizing communication and
behavior control (Sullivan et al., 2019). This shows the need for a supportive and empathetic
approach to facilitate his growth and overall well-being.
Environmental Considerations
Albert’s development and welfare are connected to his environment, necessitating careful
adaptations to cater to his needs. The transition from his previous private school environment
presents new challenges and opportunities for his educational experience, requiring a supporting
framework that addresses his needs. Furthermore, the prevalence of Mandarin in his domestic
environment shows the need for culturally aware approaches. It is essential to carefully consider
and address these environmental issues to create a setting of encouragement that promotes
Albert’s growth and sense of worth (Balboni et al., 2020). Creating an appropriate environment
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for Albert requires more than just making physical or educational adjustments. It also means
fully accepting and incorporating his cultural and linguistic background. This approach helps his
intellectual and social growth and reinforces his identity, creating a feeling of inclusion and
approval. By giving utmost importance to these environmental factors, everyone involved may
create a comprehensive and flexible environment that recognizes and appreciates Albert’s
uniqueness, promoting his comprehensive growth and achievement (Balboni et al., 2020). Also,
considering his family’s background, and conversing with both parents is important to
understand their goals, and educate both about the field of ABA. Establishing communication
with Albert’s school and teacher should be considered due to the interest of parents and the
concerns they have.
Ethical Considerations
It is essential to treat Albert’s dilemma ethically, emphasizing the significance of
approaches that prioritize his well-being and honor his unique characteristics. According to
ethical standards, interventions must be effective and serve Albert and his family’s best interests.
It is critical to follow open procedures, including the family in decision-making, and respect their
cultural and moral beliefs (Manzini et al., 2021). This ethical approach builds a relationship built
on mutual trust and collaboration between all parties by ensuring that Albert gets ethically and
practically sound assistance. These actions are essential to building a nurturing environment that
respects Albert’s and his family’s wants and preferences while fostering his development.
Collaboration with preschool teachers and the family is necessary for powerful intervention.
Considering Albert’s cultural heritage and hearing Mandarin daily, cultural sensitivity in
intervention strategies is vital.
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DEI Considerations
To improve Albert’s DEI, more work must be done to establish an environment that
actively supports and recognizes his diverse needs. This involves employing educational and
therapeutic approaches that acknowledge and include features corresponding to and honoring his
cultural and linguistic background. To ensure Albert has a sense of cultural connection,
materials, and resources in Mandarin, for example, can help overcome the language gap which
can also assist parents. Moreover, providing educators and therapists with training in cultural
competency may enhance their capacity to establish meaningful connections with Albert and his
family, thus creating a more inclusive environment (Zohoorian et al., 2021). Giving these factors
priority is to provide an environment that encourages Albert to reach his maximum potential
while valuing his uniqueness. By tailoring approaches to Albert’s specific needs, this approach
demonstrates a commitment to equity and creates an environment where his differences are
respected and appreciated.
Behavioral Goals
Behavior Reduction
Self-injurious behavior is one behavior that needs to be addressed to reduce problem behavior
and increase well-being. This behavior was chosen because it significantly compromises Albert’s
safety as well as the safety of those around him. The operational definition of self-injurious
behavior (SIB) can include attempts or completion of forceful contact with his body or another
object. Examples include headbanging, hand biting, and banging the head against the wall or
another person. Non-examples include stomping feet, clapping hands, or touching body/objects
without forceful contact. Offset is indicated by not making forceful contact with his body or
another object. The potential function of behavior is mainly access to tangibles and sensory
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needs, but assessing the function of escape is also necessary by assessing more ABC data.
Replacement behaviors can include blocking with pads or redirecting with an SD such as “Hands
down” or using visual cues like safety instructions and redirecting to an activity that utilizes both
hands. Differential reinforcement of incompatible (DRI) is a modification strategy that entails
withholding reinforcement for undesirable behaviors while selectively rewarding desired ones.
Examples of DRI inclusion could be providing verbal praise for using functional communication
instead of engaging in problem behavior. Reinforcement should also be implemented to reinforce
appropriate requests for preferences or cessation, and other programs can include tolerating
denied access or waiting for reinforcers. The use of stress-reduction methods like deep breathing
exercises or the use of stress balls and toys might be introduced as healthy coping strategies for
self-harm during the sensory function of behavior. These stress-reduction techniques provide
better strategies for dealing with stress and emotional pain, helping them successfully manage
this distress.
Skill Acquisition
Proactive strategies can include communication, specifically manding for wants and needs rather
than maladaptive behavior (Propper, 2018). Albert’s skill development aims to improve his
communication skills beyond using one to three-word sentences and instead will focus on verbal
communication through three-to-five-word sentences. The operational description for this goal is
using complete phrases for exchanging information, thoughts, ideas, or feelings through various
modes such as verbal, nonverbal, or written channels. Specifically, manding can be operationally
defined as a request to stop something unwanted or to obtain something desired or necessary.
Examples include when wanting assistance, the client says “I need help with swing” or to
transition “Let’s go to the gym”. Non-examples include “swing” or “play swing”. Enhancing
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Albert’s communication skills might help him feel less frustrated and less dependent on using
problem behaviors to express his desires. A differential reinforcement (DR) technique known as
functional communication training (FCT) teaches a client to substitute a response that produces
the same class of reinforcement that has been linked to the maintenance of problematic behavior.
An individual may become upset, for instance, if they desire a toy but are unable to ask for it.
Instead, they can learn numerous ways to ask for the item in FCT, such as through verbal, Signs,
gestures, or visuals. By using Functional Communication Training (FCT), the client can utilize
the words he knows and can use sentence structures to communicate his needs. Precursors to
Albert’s behavior include denial of access to tangibles and toleration of no. To teach this skill, a
motivating operation is needed in the natural setting. Instruction to a child can include “What do
you want” or “What can you ask for”, or any other natural opportunity like a client walks over to
an item they have a history of grabbing. The correct response will be “Can I have…”, if the
correct response is given, immediate verbal praise should be given and access to the object. If the
client still reaches without a correct response, block and redirect with an indirect prompt such as
“You can say..”. Give least to most prompting as necessary and allow the client to repeat mand
before giving access. If verbal prompts are not effective, the client can start with visual prompts
of word puzzles for practicing sentence structure. After instruction, if prompting is needed, the
technician can show the “Can” puzzle, and the client will be prompted for the “I” and “have”
puzzles to practice sentence structure. Further goals on manding will be vocal manding for
items/objects, locations, actions, activities, and cessation using 3-5 sentence structures. Overall,
acquiring this skill can help Albert to functionally communicate rather than rely on his
maintenance of problem behavior.
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Conclusion
It is critical to use a comprehensive strategy to handle Albert’s needs, considering his
behavioral challenges, communication needs, environment, and the significance of diversity,
equity, and inclusion. Through focusing on both behavior reduction and skill acquisition,
the goal is to improve Albert’s capacity for efficient communication and behavior management
that supports his well-being and safety. Adapting interventions that respect Albert’s language and
cultural background while maintaining accessibility and inclusion reinforces the commitment to
provide comprehensive support for development. The ultimate goal is to create an environment
where Albert can thrive, supported by ethical values and a profound regard for his particular
needs and uniqueness. This approach addresses the pressing issues and builds a foundation for
Albert’s long-term development and community inclusion.
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References
Balboni, G., Bacherini, A., Rebecchini, G., Cagiano, R., Mancini, A., Tancredi, R., Igliozzi, R.,
& Muratori, F. (2020). Individual and Environmental Factors Affecting Adaptive
Behavior of Toddlers with Autism Spectrum Disorder: Role of Parents’ Socio-cultural
Level. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803020-04803-x
Manzini, A., Jones, E. J. H., Charman, T., Elsabbagh, M., Johnson, M. H., & Singh, I. (2021).
Ethical dimensions of translational developmental neuroscience research in
autism. Journal of Child Psychology and Psychiatry, 62(11), 1363–1373.
https://doi.org/10.1111/jcpp.13494
Propper, L. (2018). Managing disruptive behaviour in autism-spectrum disorder with
guanfacine. Journal of Psychiatry & Neuroscience, 43(5), 359–360.
https://doi.org/10.1503/jpn.180039
Sullivan, M. O., Gallagher, L., & Heron, E. A. (2019). Gaining Insights into Aggressive
Behaviour in Autism Spectrum Disorder Using Latent Profile Analysis. Journal of
Autism and Developmental Disorders, 49(10), 10.1007/s10803-01904129-3.
https://doi.org/10.1007/s10803-019-04129-3
Zohoorian, Z., Zeraatpishe, M., & Matin sadr, N. (2021). Effectiveness of the Picture Exchange
Communication System in Teaching English Vocabulary in Children with Autism
Spectrum Disorders: A single-subject study. Cogent Education, 8(1), 1892995.
https://doi.org/10.1080/2331186x.2021.1892995
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Client Name: Albert Wu
DOB: 5/25/2011
Parents/Caregivers: Linda & Frank Wu
Address: 123 University Drive, Muncie IN
Primary BCBA: Charlie Cardinal, BCBA
Date of Report: 9/29/2023
Author(s) of Report: Charlie Cardinal, BCBA
Client Background
Albert is a twelve-year-old male diagnosed with autism spectrum disorder (ASD) and
obsessive-compulsive disorder (OCD). His parents immigrated to the United States from
China when Albert was 5 years old for his father’s job as a chemist. Albert’s mother, Linda,
stayed at home to raise him. The parents primarily speak Mandarin at home. Albert’s
father is fluent in English and his mother is conversant, but not fluent. Albert was referred
for diagnosis by his primary care physician at his 5-year checkup. His parents were
resistant to “labeling” Albert and his mother opted to complete his schooling at home. At
eight years old his parents pursued a diagnosis and enrolled Albert in a private school
because his aggression and self-injury had become more severe. Albert has been enrolled
in a private school for the past three years but was recently removed from school services
due to repeated aggression towards other students. His parents have reached out to
Cardinal Autism Services for placement in a home-based Applied Behavior Analysis
program. His parents are concerned that if Albert does not get caught up with his peers
academically then he will not be able to get into a good college.
Reason for Service
Albert needs Applied Behavior Analysis to treat behavior deficits and excesses associated
with autism spectrum disorder. These behavioral deficits include self-management, basic
communication, daily living, and social skills. Excesses include self-injurious behavior and
aggression. Focusing on these areas will teach Albert to achieve a more independent
lifestyle and advocate for needs.
Current Communication Skill Level
Albert verbally communicates many needs using 1-3 words. He is able to ask for help with
some difficult tasks and request to end non-preferred activities. He will mand for items or
activities, but may require some verbal prompts (i.e., What do you need?)
Medication
Current Medication
Reason
Depakote
Dosage
500 mg 2x per day
Straterra
ADHD
60 mg in morning, 40 mg at night
Abilify
depression
15 mg in morning
Visteril
Anxiety
25 mg 4x per day
Clonidine
ADHD
.2 mg 2x per day
Behavioral Assessment
Date/Time
Antecedent
Behavior
Consequence
9/20/23
Albert’s mother
asked him to put
the iPad up and
come sit at the
table for breakfast.
When he did not
comply, she
started to grab the
iPad
Albert pinched his
mother and
yanked the iPad
away
His mother scolded
him (“Albert that
hurt. Be nice.”) and
then she brought
his breakfast to the
bedroom.
9/20/23
Albert’s father
came in his room
to say he was
leaving for work.
He said by, ‘Bye
Albert.” When
Albert did not
respond he
grabbed the iPad
from him and said,
“Look at me Albert,
say goodbye.”
Albert looked up
and smacked his
own face with an
open palm.
His father yelled,
‘No Albert’ and
layed the iPad on
the bed and
walked out. Albert
immediately
grabbed the iPad.
9/21/23
Albert was at the
center in the
playroom. Other
kids were running
around playing
chase. Albert was
sitting on a bean
bag playing with a
Albert covered his
ears and started
hitting his head on
the floor.
A staff member
immediately ran
over to Albert and
placed a mat
underneath his
head. The client
was removed from
the room, and he
quit hitting his
head, but kept his
Comments
toy. Another client
started screaming.
ears covered for
another minute.
9/21/23
Albert was at the
center in his work
space. The RBT
asked him to have
a seat.
Albert started
jumping up and
down and hitting
his head with
closed fists.
The RBT brought
out a favorite toy
and placed it on
the table. Albert
stopped hitting his
head and jumping
and came to the
table and sat
down.
9/21/23
Albert was at his
desk looking at a
book. The RBT
asked Albert to put
away the book.
Albert yelled, ‘No.’
The RBT
approached Albert
and he took the
started banging his
closed fists on the
desk and then hit
his forehead on the
desk.
The RBT said, “I
see you want to
keep reading. Just
one more minute.”
9/21/23
Albert was walking
into the center
with his iPad from
home. The RBT
said, “Good
morning Albert,
let’s give the iPad
back to mom to
take home.” Mom
reached for the
iPad.
Albert grabbed his
mom’s hair with
one hand and
pulled.
Mom said, “okay
you can take the
iPad into the
center today, but
be a good boy.”
Albert let go of his
mom’s hair.
9/22/23
Albert was eating
lunch in the
kitchen. Another
client started
yelling.
Albert covered his
ears and started
banging his head
on the lunch table.
The RBT came
over, and asked
Albert if he wanted
to leave because it
was noisy. Albert
got up with his
ears covered and
walked out of the
room.
9/22/23
Albert was in the
rec room playing
on the swing. The
fire alarm went off
in the building.
The RBT
approached Albert
to prompt his to
leave. He started
pinching her with
one and covered
his ear with the
other hand
He continued to
pinch until they
exited the building.
When he was
outside of the
building he
covered both of his
ears.
9/22/23
Albert was lining
up his cars in this
therapy space. A
bucket of cars was
on the high shelf
Albert walked over
to his RBT and
pinched her.
She said, “nice
hands Albert.”
Albert folded his
hands and then she
got the bucket of
cars from the shelf
for him
9/22/23
Albert’s mom was
picking him up
from the center.
He had a car in this
hand. His mom
told him to give it
back to the RBT.
Albert grabbed his
hair and pulled it.
His mom took the
car from his hands
and told him to get
in the car and they
would stop at
Target and buy
him a new car.
Albert stopped
pulling his hair and
got in the car.
Skill Acquisition Assessment Results
The Assessment for Functional Living Skills (AFLS): The AFLS consists of six
assessment protocols that assess functional skills necessary for everyday life. Each
assessment protocol has domains that combine to complete that skill set. It is designed
for learners of varying age, language ability, levels of disabilities, and settings. The
majority of skills taught in the AFLS are designed to increase independent living skills,
advanced social interactions, and work participation.
In addition, an initial assessment was conducted using Essential for Living (EFL), a
functional skills assessment and curriculum designed for children and adults with
moderate-to-severe disabilities. This instrument includes “The Essential Eight” skills,
also known as “must-have skills”, which are necessary to ensure that children and
adults lead safe, happy, and fulfilling lives and that they are integrated into community
living to the greatest extent possible.
AFLS Skill Area Details
The AFLS Basic Living Skills Assessment Protocol provides information related to eight
skills areas. These include self-management, basic communication, dressing, toileting,
grooming, bathing, health & safety, and nighttime routines. These are assessed using a
complex task analysis across each skill area. Below you will find met units, emerging units,
and unmet units across each skill area.
Self-Management
Met
•
•
•
Avoids aggression that
prevents access to the
community.
Avoids high frequency
aggression.
Follows instruction
across a minimum of four
caregivers.
Emerging
•
•
•
Demonstrates occasional
aggression.
Aggression occurs in
predictable settings.
Aggression occurs under
predictable
circumstances.
Unmet
•
•
•
Avoids physical
aggression towards
others.
Engages in self-injurious
behavior that prevents
access to the community.
Engages in frequent
disruptive behavior that
prevents access to the
community.
Basic Communication
Met
•
•
•
Follows at least 20
directions to go to places,
retrieve an item, and
deliver it to a specified
person/ place.
Spontaneously requests
10+ items/ activities.
Labels 100 nouns.
Emerging
•
•
•
Asks for information
using “what,” where,”
questions.
Labels 150 nouns.
Labels 10 people in their
environment.
Unmet
•
•
•
Follows 2-step
instructions.
Asks for information
using “who,” when”
questions.
Spontaneously seeks
information using
questions.
Dressing
Met
•
•
•
Pulls pants up and down.
Independently puts
pants on and takes pants
off.
Takes off and puts on
shoes independently.
Toileting
Emerging
•
•
•
Identifies inside and
outside of clothing.
Makes adjustment of
clothing with one verbal
prompt.
Adjust clothing
independently.
Unmet
•
•
•
•
Puts on and takes off
boots.
Fastens buttons.
Puts on and takes off
gloves/ mittens.
Puts on clothes right side
out.
Met
•
•
•
Consistently engages in
behavior that signals to
the caregiver that
toileting is needed.
Independently raises or
lowers the seat before
toileting.
Calmly sits on toilet for
up to 5 minutes.
Emerging
•
•
•
Intermittently responds
correctly to questions
related to being solid.
Intermittently responds
to questions related to
being wet.
Intermittently expresses
being soiled.
Unmet
•
•
•
Consistently responds to
questions correctly about
being wet or dry.
Urinates in the toilet at
least four times per day.
Defecates in toilet.
Grooming
Met
•
•
•
Turns on & off sink water
across three types of
faucets.
Independently washes
hands.
Pumps soap from
dispenser.
Emerging
•
•
•
Tolerates teeth being
brushed for up to 10
seconds.
Removes toothpaste cap
with verbal and physical
prompting.
Intermittently holds
toothbrush near mouth
or on tongue.
Unmet
•
•
•
Tolerates brushing teeth
for up to 2 minutes.
Independently removes
and replaces toothpaste
cap.
Independently places
toothbrush in mouth
manipulates.
Bathing
Met
•
Puts dirty clothes in
hamper.
Emerging
•
•
Gathers needed items
with only vocal prompts.
Turns faucet on/off with
vocal prompting.
Unmet
•
•
Gathers needed
materials for bathing.
Regulates faucet
temperature.
Health, Safety, & First Aid
Met
•
Emerging
•
None
•
Stays with caregiver with
vocal prompts.
Follows some instruction
near water.
Unmet
•
•
Stays in proximity of
caregiver in public
settings.
Hangs on side of pool.
Nighttime Routines
Met
Emerging
Unmet
•
Goes to bed with physical
and vocal prompting.
•
Goes to bed within 20
minutes of initial
request,
•
•
Goes to bed
independently.
Goes to bed at a set time.
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