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| Family | Target routine | Child’s challenging behaviors | FA hypothesis | FA-indicated strategies performed by parents |
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| A | Dinner time | (i) Cries, whines, yells, and screams
(ii) Hits/pushes adults hand away when being fed
(iii) Throws food on the floor and plays with toys at dinner table during dinnertime
(iv) Leaves seat and refuses to eat by yelling “no” and turning head away from food
(v) Plays with food | Escape | (i) Provide Tripp Trapp chair for child to sit on
(ii) Use first/then picture schedule to facilitate dinner routine and describe expectations
(iii) Use descriptive praise
(iv) Engage child in conversation
(v) Do not provide toys at dinnertime
(vi) Redirect child’s challenging behavior by referring to first/then picture schedule or by asking the child if he is all done with dinner |
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| B | Dinner preparation | (i) Cries and whines
(ii) Screams for attention
(iii) Engages in off task (e.g., playing with water instead of washing hands) behaviours
(iv) Continues action when adult requests that child stop
(v) Refuses to follow adult directions
(vi) Runs around the house | Attention seeking | (i) Use descriptive praise
(ii) Use a picture schedule to facilitate chore selection
(iii) Allow child to help with chores
(iv) Redirect child to select chores when challenging behaviors occur |
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| C | Bedtime routine | (i) Cries
(ii) Engages in off task behaviors
(iii) Refuses to cooperate with adults when directions are given
(iv) Jumps on the bed/couch
(v) Hits, pushes, or takes toys away from sibling
(vi) Destroys property
(vii) Laughs uncontrollably
(viii) Leaves bedroom after book reading routine has started | Escape and attention seeking | (i) Provide calm activity prior to bedtime routine (e.g., drawing, writing, and reading books)
(ii) Use picture schedule to facilitate bedtime routine
(iii) Use descriptive praise
(iv) Do not provide child with free play time once bedtime routine has started
(v) Redirect child’s challenging behavior by referring to the picture schedule or by setting the timer |
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| D | Dinner time | (i) Cries, yells, and screams
(ii) Moves/swirls chair all the way around
(iii) Gets out of seat
(iv) Hits, kicks, pinches, bites, pushes, and throws objects at or attempts to hurt an adult in any way | Escape | (i) Provide child with dinnertime warning by directing him to wash his hands
(ii) State dinnertime expectations at the start of dinner
(iii) Use descriptive praise
(iv) Engage child in conversation during dinnertime
(v) Redirect child’s challenging behavior by referring to dinnertime expectations or ask child if he is all done with dinner |
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| E | Bedtime routine | (i) Cries, whines, yells, and screams
(ii) Whines about completing routine
(iii) Throws objects
(iv) Hits, pushes, or grabs toys from siblings
(v) Leaves bedroom to play in the living room once bedtime routine has started
(vi) Hides or tries to escape from an adult during bedtime routine
(vii) Plays with toys in the bedroom once bedtime routine has started
(viii) Plays and talks in the bedroom once bedtime routine has started | Escape and attention seeking | (i) Use picture schedule to facilitate bedtime routine
(ii) Use descriptive praise
(iii) Make sure child completes all routines before bedtime
(iv) Redirect child’s challenging behavior by referring to her picture schedule
(v) State bedtime expectations
(vi) Put on quiet/bedtime music |
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| F | Post-school activity time | (i) Yells
(ii) Pulls or takes objects away from the adult
(iii) Takes turn out of sequence
(iv) Escapes from adult or an activity
(v) Engages in off task behaviors
(vi) Stands on couch or table
(vii) Hits, pushes, or kicks the adult | Escape and seeking sensory needs | (i) Use picture schedule to facilitate activity time
(ii) Use picture schedule to facilitate transition from one activity to the next
(iii) Use descriptive praise
(iv) Use turn taking card to facilitate games that require child to take turns
(v) Have “break” card available for child to request a break
(vi) Provide a break when child requests one
(vii) Provide sensory input during breaks
(viii) Redirect child by using picture schedule/turn taking card/break card when challenging behaviors occur |
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| G | After nap | (i) Cries, whines, yells, and screams
(ii) Hits and kicks adult or sibling
(iii) Takes toys away from sibling | Escape and seeking sensory needs | (i) Use picture schedule to facilitate activities after waking up from a nap
(ii) Read a social story
(iii) Use descriptive praise
(iv) Facilitate child using toilet before snack
(v) Redirect child by using the picture schedule or the social stories when challenging behaviors occur |
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| H | Dinner time | (i) Cries and whines
(ii) Leaves seat
(iii) Completely turns away from the dinner table
(iv) Put her legs on adult or leans against adult when sitting next to the adult | Escape | (i) Provide dinnertime expectations prior to start of dinner
(ii) Provide child with the “break” card and the “all done” card
(iii) Use descriptive praise
(iv) Provide child with a booster seat at dinnertime
(v) Provide child with a break when needed/requested
(vi) Redirect child to use the “break” card or the “all done” card
(vii) Engage child in conversation during dinnertime |
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