Situations

What the literature describes, and what to bring to your supervisor. These are not instructions for a specific person — the plan written for your learner always wins.

Everyday situations

• A caregiver asks you to change how a program is run
• A family offers you a gift, a meal, or a favor
• A learner pushes the materials away when you present a task
• Someone outside work asks you about a client
• The learner asks for a break every few minutes
• The learner becomes upset when it is time to move to the next activity
• The learner protests or hides when you arrive for a session
• The learner repeats your question instead of answering it
• The learner rocks, flaps, or repeats sounds during the session
• The learner takes a toy or material from another child
• The reinforcer that worked at the start of the session stops working
• You give an instruction and the learner does not respond at all
• You realize you did not record data for part of the session
• You realize you have been running part of a program wrong

Stop and escalate

These do not have steps. They tell you who to contact and what to record.

• A caregiver asks you whether a medication is working or should change
• A learner is hurting themselves and there is a risk of injury
• The learner has a seizure, stops breathing normally, or collapses
• The learner has hit, bitten or kicked someone and there is an injury
• The learner runs off toward a road, a car park, or water
• The learner says they want to die or hurt themselves
• You suspect a learner is being abused or neglected