• Provide a hypothesis, which offers a possible function of the observed behaviors.
  • This includes "why" these behaviors may be occurring, using one or a combination of these potential functions of behavior:
    • To gain attention
    • To escape or avoid tasks or activities
    • To gain access to tangible items or activities
    • To gain or avoid self-reinforcing/sensory stimulation
• Identify at least three evidence-based behavior strategies that are functionally equivalent and that align with the student's needs.
  • To be functionally equivalent, the goal is to support the student accessing the same communicative function in a new way. For instance, if the student is throwing pencils (unpreferred response) to ask for a break from a challenging task, you would use differential reinforcement to teach the student to ask for a break verbally or using a sign (preferred response), then reinforce the request by allowing that break.
• Explain how each strategy will be effective for the identified behaviors in the scenario.
• Summarize how the strategies might be used proactively in the future.
  • Reflect on why you chose these strategies and how they best meet the student's needs.
• Examine how Mr. Franklin's response to the class was reactive instead of proactive, including at least three proactive strategies Mr. Franklin can use for a smoother transition process.