He wants a Banana

It is breakfast time, and the students are preparing to eat after unpacking their belongings. Because several students in the classroom have food allergies, staff carefully monitor the breakfast routine to ensure everyone’s safety.

Sergey has a documented allergy to bananas. As he approached the breakfast counter, he reached for a banana. The therapist immediately noticed his action and quickly intervened by removing the banana before he could take it. Sergey became visibly upset because he wanted the banana. To provide a safe alternative, the therapist promptly offered him an apple.

Despite being offered another fruit, Sergey became frustrated and dropped himself to the floor. The therapist implemented a planned ignoring strategy while continuing to ensure his safety and monitoring his behavior. After approximately five minutes, Sergey was able to regulate his emotions, stood up independently, and walked back to the breakfast counter. He then chose a bowl of cereal instead of the banana and resumed the breakfast routine without further incident.

Once Sergey was calm and engaged in eating breakfast, the classroom environment returned to its typical routine. The students completed breakfast and prepared for the day’s activities. Since today is Tuesday, the class is looking forward to attending their scheduled music session as part of their special area instruction.

Behavioral Intervention Progress Note

During the breakfast routine, the client independently approached the food counter and attempted to take a banana despite having a documented allergy to bananas. The Behavioral Interventionist immediately recognized the potential safety risk and used proximity control to block access to the banana before the client could consume it.

The client was given verbal prompts reminding him that bananas are unsafe for him because of his allergy. The interventionist calmly explained the cause-and-effect relationship, stating that eating a banana could make him very sick and may result in an allergic reaction requiring immediate medical attention. The client was encouraged to choose a safe alternative food.

The client became upset when access to the banana was denied. The interventionist implemented redirection by offering a preferred, allergy-safe replacement (such as an apple) and directing the client’s attention toward the alternative food. When the client briefly engaged in attention-seeking behaviors, planned ignoring was appropriately implemented while ensuring the client’s safety. As soon as the client demonstrated calm and appropriate behavior, the interventionist provided positive attention and praise.

To further support emotional regulation, the interventionist used distraction with a preferred item/activity, helping the client shift his focus away from the banana and toward a more appropriate and enjoyable choice. Throughout the intervention, the interventionist maintained close supervision and continued using proximity to ensure the client’s safety.

The client eventually accepted the alternative food and returned to the breakfast routine without further incident.

Safety Note: Due to the client’s documented banana allergy, accidental ingestion could result in symptoms ranging from mild itching, hives, swelling of the lips, tongue, or throat, nausea, vomiting, abdominal pain, and difficulty breathing to a severe, life-threatening allergic reaction (anaphylaxis) requiring immediate emergency medical intervention. Continuous supervision during meals remains essential to prevent accidental exposure and ensure the client’s health and safety.

ABA therapists in early intervention for special needs children focus on getting the children to learn life skills in order to be part of the society and curb some of the behavior and keep them safe. The process starts as soon as the child gets up from bed, a regular routine is very important and any changes can upset the child. He or she can communicate what he or she needs, and what he or she is avoiding or seeking. For example: if I want one kind of student to learn the lessons, I need to know not to remove him or her from the items he or she has in his or her hands, instead I need to cover the item with one hand and ask him or her the question I need him or her to answer.

Implemented ABA special-education methods

Experiences with ABLLS-R assessment and test

Followed policies and regulations in keeping progress notes and student records, and in making the necessary reports.

Demonstrated and reinforced social standards of behavior.

Established norms of class behavior and maintained order at all times.

Taught ONE OR MORE of these: English, math, social sciences, citizenship, art, music.

Employed lecture, demonstration, and discussion teaching methods in class.

Reinforced skills such as independence, problem solving, and goal setting.

Ensure a clean and healthy classroom atmosphere by maintaining children's proper hygiene and following proper diaper changing and potty training policies and procedures.

ABA therapists need to be dynamic, intelligent, patient and insightful. I am knowledgeable and respectful with her expertise, children with special needs. I worked with my family as an ABA therapist before and after his daily school program. The student has ADHD with impulsivity and can be on the Autism Spectrum. One of my many people skills is that I have a keen sense of knowing just when to “push” our student to get more out of him and when to “back off” still keeping students on task, making the best use of their time together. This is often not an easy task. I frequently implement strategies I learned in working with special needs children when my student needs them most. I bring in a nice mix of books, real world and people knowledge that has been a great source of support for the student and his or her family. Parents cannot put a price tag on knowing their child is safe and happy while they are at work. I have family security and a clear conscience that he is in great hands and well cared for. I must have a perfect attendance record and be prompt every day. Not everyone can work with special needs children, because you cannot focus on yourself, you need to have a caring heart.

In a classroom setting I need to worry about my assigned student ONLY unless someone needs or asks for assistance because it can become overwhelming with so many students and adults. My assigned student needs to be with me at all times! If I am going to simply hang my coat and my student tends to wander or not sit still, I need to take their hand and let them walk with me. It only takes a second for someone to get hurt. If I need to use the restroom or take a moment for myself, I need to ask another adult to keep an eye on my assigned student.

Throughout the day, especially during circle time and other instructional times, I must be cautious of how loud I am. The louder I am the louder the student will be. At circle time, I should be engaged with the student I am working with whether it is on the rug or at the table doing a writing activity. If my student is on the bus, it is my responsibility to go outside and get them. Once students are inside, they should sit with a table toy. I get to know what my student likes and have a toy ready at the table until our day gets started. No student should be wandering the room when they arrive.

In the morning, when I arrive, I make sure all trial materials are in the arts/desks. I look around the room and wipe clean any shelves/ toys that need cleaning.

During center time, I try to encourage students to work in centers. I engage and interact with the students is the best way to make this possible! I get to know my students and what they like and introduce them to new activities that they may like. I talk to the students even if they are non-verbal, they are still listening! They should not be roaming around the room doing nothing.

I must be firm with the students, if they are crying for no reason or for childish reasons; I need to ignore the behavior. Ignoring is something the best strategy! Students are different, so I consider each of their abilities.

During transition times when students are asked to go to a circle, that does not mean I drop them at the rug and leave. I must keep them seated or engage in the activity with them. If I have an easier child I can get up and straighten out or whatever the case may be.

At arrival I need to keep my coat and purse in the closet to keep the student from harm. They should not be out in case a student gets inside and can even eat medication or take items that should be out of their reach. All food must be removed from the shelves and out of their reach before the student gets there in the morning; it can become a distraction at times. Students who have a constant appetite cannot control how many times they eat.

During trials, please limit IPAD time to no more than three minutes at a time in between work. It must be used as a reward once the child has earned their pennies. We should ALWAYS use the penny boards, as it is an important part of ABA. We also should be running maintenance on the index cards that are cut. Even if all the data is done, remember to go back and teach, teach, teach!