ABA Session Notes Cheatsheet

During today's session at the school, Mr. Boss engaged with his peers in various play activities facilitated by the Registered Behavior Technician (RBT). The focus was on enhancing play skills, communication, and social interactions. Mr. Boss demonstrated the ability to participate in different play themes, sharing toys, and taking turns without prompts in 70% of the opportunities. He effectively communicated his wants and needs using sentences of five or more words, such as "Can I have the blue block, please?" This marked a significant improvement from previous sessions. The interventions utilized included the Premack Principle, where less preferred activities were followed by preferred ones, which motivated Mr. Boss to complete tasks. Positive reinforcement was provided immediately after desired behaviors, reinforcing his engagement. Scheduled breaks were incorporated, allowing him to decompress, which reduced instances of inattentiveness. A token system was implemented, where Mr. Boss earned tokens for positive behaviors that he could exchange for a preferred activity. Visual aids were used to support understanding of routines and expectations. However, there were missed opportunities due to Mr. Boss seeking inappropriate attention, such as interrupting the teacher during lessons or becoming distracted by external stimuli like other students moving around. At times, he appeared bored with certain activities, laying his head down or staring off, indicating avoidance. The RBT consulted with school staff to discuss strategies to maintain his engagement and generalize the successful interventions across settings. Plans were made to adjust activities to better suit his interests and to incorporate more movement-based tasks to keep him engaged. **Plan for Next Session:** Introduce new interactive games that align with his interests to enhance engagement during group activities.

During today's session at the school, Mr. Boss displayed instances of physical aggression, such as pushing peers when frustrated. The RBT focused on improving his expressive language skills, utilizing modeled/prompted coping skills, and replacing outbursts with alternative behaviors. Despite the challenges, Mr. Boss participated in shared play activities with prompts. The Premack Principle was applied to encourage participation in less preferred tasks by following them with preferred activities. Positive reinforcement was given for non-aggressive behaviors, which gradually increased their occurrence. Scheduled breaks were crucial in preventing escalation of aggressive behaviors. The token system motivated him to engage positively, and visual aids helped him understand acceptable ways to express frustration. Missed opportunities occurred when Mr. Boss sought attention by acting out physically, especially when he became bored or overwhelmed. The RBT consulted with school staff to implement consistent responses to aggression and to reinforce positive behaviors. Strategies were discussed to help Mr. Boss recognize his feelings and use appropriate coping mechanisms. **Plan for Next Session:** Introduce emotion identification activities to help Mr. Boss express feelings without aggression.

During today's session at the school, facilitated by the Registered Behavior Technician (RBT), Mr. Boss engaged in activities aimed at enhancing his communication skills, problem-solving skills while promoting positive peer interactions. The session focused on addressing instances of verbal aggression that Mr. Boss exhibited when frustrated or challenged. Mr. Boss participated in various play themes with his peers, including building blocks and cooperative games. The RBT utilized the Premack Principle by having Mr. Boss engage in less preferred activities before accessing more preferred ones. For example, he was encouraged to complete a collaborative puzzle (less preferred) before playing his favorite matching game (preferred). This approach motivated him to participate in tasks he might otherwise avoid. Positive reinforcement was consistently applied when Mr. Boss demonstrated appropriate behaviors. When he shared toys or took turns without prompts, he received immediate praise and earned tokens. The token system allowed him to accumulate tokens for positive interactions, which he could later exchange for a preferred activity or item. This tangible reward system increased his engagement and willingness to cooperate. To address his communication skills, the RBT focused on encouraging Mr. Boss to express his wants and needs using five or more words. Visual aids, such as sentence strips and communication boards, were provided to support his language development. When he successfully used appropriate sentences like, "Can I have the red car after you?" he was praised and awarded a token. Despite these interventions, there were missed opportunities due to Mr. Boss's verbal aggression. Instances occurred where he shouted or used inappropriate language when peers did not comply with his requests or when he became frustrated with challenging tasks. For example, when a peer did not share a toy immediately, Mr. Boss exclaimed loudly, "Give it to me now!" disrupting the class and drawing negative attention. The RBT implemented scheduled breaks to help Mr. Boss manage his frustration levels. Breaks included quiet time with sensory toys or a brief walk in the hallway, which helped de-escalate potential outbursts. However, at times, he resisted these breaks, preferring to stay with the group even when agitated. Mr. Boss's verbal aggression was sometimes influenced by peers who were also displaying disruptive behaviors. He became easily motivated by classmates who were loud or off-task, which compounded his own challenges. Additionally, when activities did not interest him, he attempted to avoid them by making negative comments or refusing to participate, stating things like, "This is boring. I don't want to do it." The RBT consulted with school staff to promote the use of consistent interventions and strategies across all settings. Teachers and staff were provided with visual aids and guidelines on how to respond to verbal aggression and reinforce positive communication. The collaboration aimed to ensure that Mr. Boss received uniform support throughout his school day. Plan for Next Session: Introduce role-playing activities to practice appropriate ways to express emotions verbally. This will include modeling and rehearsing scenarios where Mr. Boss can use alternative phrases to express frustration or request assistance, thereby expanding his coping strategies when feeling upset.

During today's session at the school, facilitated by the Registered Behavior Technician (RBT), Mr. Boss participated in activities designed to enhance his group play skills, facilitate transitions between preferred and nonpreferred activities, and safety awareness. The primary objectives were to encourage the use of a variety of play themes, promote sharing and turn-taking, improve his ability to communicate wants and needs using five or more words, and foster appropriate responses to peer engagements. The session placed particular emphasis on addressing instances of elopement, where Mr. Boss attempted to leave the designated area without permission. The RBT implemented several interventions modeled by the Behavior Consultant (BC), including the Premack Principle, which involved allowing Mr. Boss access to a preferred activity after completing a less preferred task. For example, he was encouraged to participate in a group reading session before engaging in his favorite building block activity. Positive reinforcement was consistently provided when Mr. Boss remained in the designated area and participated appropriately. This included verbal praise and the awarding of tokens, which he could accumulate and exchange for a preferred item or activity through a token system. Scheduled breaks were integrated into the session to help Mr. Boss manage his attention span and reduce the likelihood of elopement. These breaks allowed him to decompress and provided an opportunity to prepare for the next activity. Visual aids, such as boundary maps and activity schedules, were utilized to help him understand the expectations and sequence of events throughout the day. Despite these interventions, there were missed opportunities due to Mr. Boss's tendency to elope, especially when he became bored with an activity or sought inappropriate attention. For instance, during a group art project, he attempted to leave the classroom without informing the teacher, motivated by a desire to explore the hallway where he had seen other students pass by. At another point, he was influenced by a peer who suggested they play a game outside the designated area, leading him to disregard the classroom boundaries. Mr. Boss's responses to the interventions were mixed. On the positive side, he showed improvement in using five or more words to communicate his needs, such as saying, "I need a break, please," which was a significant step forward. When provided with immediate positive reinforcement, he was more likely to stay within the designated areas and engage in the activities presented. The token system was particularly effective; he showed enthusiasm in earning tokens and understood the correlation between positive behavior and rewards. However, there were challenges as well. At times, Mr. Boss appeared resistant to the scheduled breaks, preferring to continue an activity he found enjoyable, which sometimes led to attempts to leave the area when the activity ended. Additionally, the visual aids were not always effective in capturing his attention, especially when he was already fixated on eloping. He occasionally disregarded the boundary maps, indicating a need for more engaging or personalized visual supports. The RBT took time to consult with the school staff, including teachers and aides, to promote the consistent use of the interventions across all settings. They discussed strategies such as positioning staff near exit points during high-risk times, providing clear and concise instructions, and reinforcing positive behaviors immediately. The collaboration aimed to ensure that Mr. Boss received uniform support, reducing confusion and increasing the effectiveness of the interventions. A shift in context was observed when Mr. Boss was involved in activities that highly interested him. During a science experiment that involved hands-on participation, he remained engaged and did not attempt to elope. This indicates that incorporating his interests into the curriculum may decrease elopement behaviors. Conversely, during less stimulating activities, his tendency to elope increased, highlighting the need for adapting tasks to better suit his preferences. Plan for Next Session: Implement boundary-setting activities using interactive games to reinforce staying within designated areas and introduce personalized visual aids to enhance his understanding of spatial expectations.

During today's session at the school, facilitated by the Registered Behavior Technician (RBT), Mr. Boss engaged in activities aimed at enhancing his parallel play skills, increasing structure within the environment, and incorporating sesnory play to promote manipulation of appropriate materials rather then engaging in destruction of various properties in the environment. The session focused on encouraging the use of a variety of play themes, promoting sharing and turn-taking, appropriately communicating wants and needs using five or more words, and responding appropriately to peer engagements. This session placed particular emphasis on addressing instances of property destruction, which had been identified as a significant concern. The RBT implemented several interventions modeled by the Behavior Consultant (BC), including the Premack Principle, where Mr. Boss was required to complete a less preferred activity before accessing a preferred one. For example, he was encouraged to finish a reading assignment before participating in a building block activity he enjoyed. Positive reinforcement was consistently applied when Mr. Boss handled materials appropriately and engaged in activities without damaging property. Verbal praise and tokens were provided immediately following desired behaviors, reinforcing his engagement and promoting the repetition of positive actions. A token system was utilized effectively, where Mr. Boss earned tokens for positive behaviors such as sharing, taking turns, and respecting property. These tokens could be exchanged for a preferred item or activity, providing a tangible incentive for maintaining appropriate behavior. Scheduled breaks were incorporated to allow Mr. Boss time to decompress and prevent potential frustration that could lead to property destruction. During these breaks, he was offered sensory tools and quiet activities to help regulate his emotions. Visual aids were employed to support Mr. Boss's understanding of expectations regarding the proper handling of materials. These included picture cards depicting appropriate and inappropriate behaviors, as well as charts outlining the steps of activities to provide structure and predictability. Despite these interventions, there were missed opportunities due to Mr. Boss seeking inappropriate attention at unnecessary times. For instance, during a group art project, he became bored and began tearing pieces of paper instead of following the instructions. This behavior appeared to be an attempt to gain attention from both peers and adults. On another occasion, he knocked over a stack of books while transitioning between activities, which disrupted the classroom environment and required additional time to address. Mr. Boss also became motivated by peers who were exhibiting off-task behaviors. When other students were chatting or moving around the room, he was more likely to engage in property destruction, such as scribbling on desks or disassembling classroom materials without permission. Additionally, when activities did not capture his interest, he attempted to avoid them by laying his head down, staring at objects around the room, or engaging in destructive behaviors to escape the task. On the positive side, Mr. Boss responded well to the interventions when they were applied consistently. The token system was particularly effective; he showed enthusiasm for earning tokens and understood the connection between his behavior and the rewards. When provided with immediate positive reinforcement, he was more likely to handle materials appropriately and participate in activities without incident. For example, after being praised for sharing markers with a peer and receiving a token, he continued to engage cooperatively for the remainder of the activity. However, there were moments when the interventions were less successful. At times, Mr. Boss appeared resistant to scheduled breaks, especially if he was already engaged in a preferred activity. He occasionally disregarded visual aids, particularly when he was fixated on a destructive behavior. In these instances, additional prompts and redirection were necessary to guide him back to appropriate behaviors. The RBT consulted with school staff, including teachers and aides, to promote the use of these interventions across all settings. Strategies were discussed to minimize opportunities for property destruction, such as reducing access to materials that could be easily damaged when not in use and providing clear expectations before activities began. The staff was encouraged to implement consistent responses to both positive and negative behaviors, ensuring that Mr. Boss received uniform support and reinforcement throughout the day. A shift in context was observed when activities were tailored to Mr. Boss's interests. When engaged in hands-on, stimulating tasks, he was less likely to engage in property destruction and more likely to participate appropriately. For example, during a science experiment involving water and measuring cups, he remained focused and handled materials carefully. This suggests that incorporating his interests into the curriculum may reduce instances of destructive behavior. Plan for Next Session: Introduce responsibility tasks where Mr. Boss is in charge of specific materials to promote respect for property and enhance his sense of ownership and accountability.

During today's session at the school, facilitated by the Registered Behavior Technician (RBT), Mr. Boss engaged in activities aimed at enhancing his play skills, responding to various engagements, and sensory alternatives to stereotypical behaviors. The primary objectives were to encourage the use of a variety of play themes, promote sharing and turn-taking, appropriately communicate wants and needs using five or more words, and respond appropriately to peer engagements. This session placed particular emphasis on addressing Mr. Boss's stereotypical and repetitive behaviors. The RBT implemented several interventions modeled by the Behavior Consultant (BC), including the Premack Principle, where Mr. Boss was required to complete a less preferred activity before accessing a preferred one. For instance, he was encouraged to participate in a group storytelling session before engaging in his favored sensory play. Positive reinforcement was consistently applied when Mr. Boss refrained from stereotypical behaviors and engaged appropriately with peers. Immediate verbal praise and tokens were provided to reinforce desired behaviors. A token system was effectively utilized, where Mr. Boss earned tokens for demonstrating flexibility in play and initiating appropriate social interactions without resorting to repetitive behaviors. These tokens could be exchanged for a preferred item or activity, providing a tangible incentive for maintaining appropriate behavior. Scheduled breaks were incorporated to allow Mr. Boss time to decompress and prevent frustration that could lead to increased stereotypical behaviors. During these breaks, he was offered calming activities and sensory tools to help regulate his emotions. Visual aids were employed to support Mr. Boss's understanding of expectations and routines. These included visual schedules, social stories illustrating appropriate interactions, and cue cards prompting alternative behaviors when he felt the urge to engage in repetitive actions. Despite these interventions, there were missed opportunities due to Mr. Boss seeking inappropriate attention through stereotypical behaviors. For example, during a group art project, he became fixated on repeatedly drawing the same pattern instead of following the assignment. This behavior seemed to serve as a self-soothing mechanism when he became bored or overwhelmed. Additionally, during free play, he engaged in hand-flapping and rocking, which limited his social interactions and participation in cooperative activities. Mr. Boss was also influenced by peers who reacted to his repetitive behaviors, sometimes encouraging him to continue. When activities did not capture his interest, he attempted to avoid them by laying his head down or staring at objects in the environment, such as ceiling fans or lights, exhibiting signs of disengagement and reliance on self-stimulatory behaviors. On the positive side, Mr. Boss responded well to the interventions when consistently applied. The token system motivated him to engage in group activities and reduce stereotypical behaviors. When provided with immediate positive reinforcement, he was more likely to participate appropriately. For instance, during a cooperative building activity, he successfully collaborated with peers and refrained from lining up blocks in repetitive sequences, earning praise and tokens. However, challenges persisted. At times, Mr. Boss resisted scheduled breaks, especially when engrossed in a repetitive behavior. He occasionally ignored visual aids, particularly when preoccupied with specific stimuli. Additional prompts and redirection were necessary to guide him back to appropriate behaviors. The RBT consulted with school staff to promote the use of these interventions across all settings. Strategies discussed included incorporating Mr. Boss's interests into activities to maintain engagement, providing clear and concise instructions, and consistently reinforcing positive behaviors. Staff were encouraged to minimize reactions to stereotypical behaviors to reduce inadvertent reinforcement and to offer alternative activities that fulfill his sensory needs. A shift in context was observed when activities were tailored to incorporate sensory elements that appealed to Mr. Boss. For example, integrating tactile materials into lessons or allowing movement during tasks reduced his engagement in stereotypical behaviors and increased participation. This suggests that meeting his sensory needs within structured activities can enhance engagement and diminish reliance on repetitive actions. Plan for Next Session: Integrate sensory-based activities that align with Mr. Boss's interests to address stereotypical behaviors and promote active participation in group tasks.

During today's session at the school, facilitated by the Registered Behavior Technician (RBT), Mr. Boss participated in activities aimed at enhancing his communicative intent through the use of functional communication, Pecs and assistive technology. The primary objectives were to encourage the use of a variety of play themes, promote sharing and turn-taking, improve his ability to communicate wants and needs using five or more words, and foster appropriate responses to peer engagements. This session placed particular emphasis on addressing Mr. Boss's unsuccessful communicative exchanges and displays of poor communication. The RBT implemented several interventions modeled by the Behavior Consultant (BC), including the Premack Principle, where Mr. Boss was encouraged to complete less preferred activities before accessing preferred ones. For example, he was asked to participate in a group discussion before engaging in his favorite puzzle activity. Positive reinforcement was consistently provided when Mr. Boss made successful communicative attempts, such as using full sentences or appropriately initiating conversations with peers. Verbal praise and tokens were given immediately following desired behaviors to reinforce his efforts. A token system was effectively utilized, allowing Mr. Boss to earn tokens for each successful communicative exchange. These tokens could be exchanged for a preferred item or activity, providing tangible motivation for improving his communication skills. Scheduled breaks were incorporated to prevent frustration and fatigue, offering Mr. Boss time to decompress and process information. During these breaks, he was provided with sensory tools and quiet activities to help regulate his emotions. Visual aids played a significant role in supporting Mr. Boss's understanding of appropriate communication. These included picture cards depicting emotions, sentence starters, and communication boards to assist him in expressing his thoughts and needs effectively. Despite these interventions, there were several missed opportunities due to Mr. Boss's unsuccessful communicative exchanges and displays of poor communication. For instance, during a group activity where students were asked to share their favorite hobbies, Mr. Boss remained silent and avoided eye contact when it was his turn to speak. When prompted, he gave one-word answers or shrugged, indicating discomfort or reluctance to engage. Additionally, during playtime, he often pointed to objects instead of using words, or he would use single words like "that" or "here" without specifying his needs, leading to confusion among peers and adults. Mr. Boss also exhibited signs of becoming bored with activities that required extensive verbal interaction. He would lay his head down on the desk or stare at objects around the room, disengaging from the task at hand. This avoidance behavior limited his opportunities to practice and improve his communication skills. On the positive side, Mr. Boss showed responsiveness to the interventions when they were applied consistently. The token system was particularly motivating; he demonstrated enthusiasm for earning tokens and understood the connection between his communicative efforts and the rewards. When he successfully used five or more words to express himself, such as saying, "Can I play with the red truck after you?" he received immediate praise and a token, which encouraged him to continue making such attempts. However, challenges persisted. Mr. Boss sometimes became frustrated when he could not find the words to express himself, leading to moments of withdrawal or reliance on gestures instead of speech. He occasionally resisted the use of visual aids, pushing them away or ignoring them, especially when feeling overwhelmed. The RBT consulted with school staff, including teachers and speech-language therapists, to promote the use of these interventions across all settings. Strategies discussed included incorporating more visual supports in the classroom, providing additional wait time for Mr. Boss to respond, and encouraging peers to model appropriate communication. Staff were encouraged to acknowledge all communicative attempts positively, even if they were not fully successful, to build Mr. Boss's confidence and willingness to engage. A shift in context was observed when activities were tailored to Mr. Boss's interests. For example, during a science activity involving his favorite topic—dinosaurs—he was more willing to participate and attempted to use complete sentences. This suggests that integrating his personal interests into lessons can enhance his engagement and encourage more successful communicative exchanges. Plan for Next Session: Utilize interactive storytelling and role-playing activities centered around Mr. Boss's interests to encourage expressive language development and improve his comfort with verbal communication.

Mr. Boss attended a school-based session with the Registered Behavior Technician (RBT). The objectives focused on alternative/replacement behaviors related to increasing communication skills. The RBT applied the Premack Principle, presenting less preferred tasks before preferred activities. Positive reinforcement was implemented through a token system, allowing Mr. Boss to exchange tokens for chosen items. Scheduled breaks were provided, and visual aids clarified task expectations. During the session, Mr. Boss participated in group play activities, engaged in sharing materials, and practiced turn-taking with peers. He communicated his needs and wants using complete sentences. When the RBT introduced the Premack Principle, Mr. Boss completed assigned tasks to access preferred activities, indicating understanding of the contingency. The token system served as motivation; he collected tokens enthusiastically and exchanged them for desired items, reinforcing positive behavior. Visual aids assisted him in following routines and understanding task sequences, which led to increased engagement and compliance. Mr. Boss responded positively to successful interventions. He remained on task when activities aligned with his interests and demonstrated willingness to interact with peers. The structured environment and clear expectations contributed to his active participation. He showed the ability to apply communication skills during play, asking peers, "Can I use the blue block next?" which facilitated smoother interactions. Negative responses occurred during transitions and tasks that did not capture his interest. Mr. Boss exhibited tantrums characterized by crying and vocal outbursts when presented with challenging activities or when required to shift from a preferred task. He occasionally refused scheduled breaks, indicating resistance to changes in routine. Influenced by peers engaging in off-task behavior, he sought attention by moving around the room without permission. When disinterested, he avoided participation by laying his head down or fixating on objects in the environment, leading to missed opportunities for skill development. The RBT noted that Mr. Boss's engagement fluctuated based on task preference and peer influence. Interventions were adjusted accordingly, with the RBT providing additional prompts and reinforcements during less preferred activities. The token system was emphasized to encourage perseverance through challenging tasks. Despite some resistance, Mr. Boss showed moments of compliance when reminded of the rewards associated with positive behavior. A consultation with school staff occurred to discuss consistent implementation of interventions across settings. Strategies included reinforcing the token system throughout the day, providing clear and concise instructions, and minimizing attention to negative behaviors to reduce their occurrence. The aim was to create a unified approach to support Mr. Boss's behavioral and communicative development. The plan for the next session involves introducing techniques to assist Mr. Boss in managing emotions during difficult tasks. This includes teaching coping strategies, such as deep breathing or requesting assistance, to replace tantrum behaviors. The goal is to enhance his ability to navigate challenging situations without resorting to negative responses, thereby improving overall participation and skill acquisition.

Mr. Boss attended a school-based session facilitated by the Registered Behavior Technician (RBT). The session focused on improving flexibility, decreasing defensiveness and resistance to directives and redirections. The RBT employed interventions including the Premack Principle, positive reinforcement, scheduled breaks, a token system, and visual aids to support these objectives. This session specifically addressed issues of task refusal, defensiveness, and poor flexibility. During the session, Mr. Boss was presented with a series of activities designed to engage his interests while also challenging him to develop new skills. The RBT introduced the Premack Principle by requiring Mr. Boss to complete less preferred tasks before accessing preferred activities. For example, he was asked to participate in a reading exercise before playing a computer game he enjoys. Positive reinforcement was provided through verbal praise and a token system, where Mr. Boss earned tokens for completing tasks and demonstrating flexibility, which he could exchange for a preferred item or activity. Mr. Boss exhibited significant task refusal throughout the session. When introduced to the reading exercise, he crossed his arms and stated, "I don't want to do this," refusing to engage despite prompts and encouragement. He became defensive when the RBT attempted to assist, saying, "Leave me alone," and turning away. His poor flexibility was evident when alternative approaches were suggested; he resisted changes and insisted on following his own preferences. The RBT employed scheduled breaks to reduce frustration, offering Mr. Boss time to regroup. During these breaks, he was provided with sensory tools and quiet activities to help him relax. Visual aids, such as a visual schedule and choice boards, were used to increase his understanding of the session's structure and to provide him with a sense of control by allowing him to make choices within set parameters. Positive responses were observed when Mr. Boss was allowed to select activities from the choice board. He responded well to having options, which increased his willingness to participate. For instance, when given the choice between two math games, he selected one and engaged with minimal prompting. The token system also motivated him at times; he showed interest in earning tokens to exchange for extra time with a favored activity. Negative responses occurred when Mr. Boss was required to transition from a preferred activity to a less preferred one. He displayed task refusal by ignoring instructions and engaging in avoidance behaviors, such as doodling or staring out the window. His defensiveness increased when the RBT reminded him of the task, leading him to make statements like, "You're always making me do boring stuff," and refusing to comply. Despite these challenges, the RBT continued to implement interventions aimed at increasing compliance and flexibility. Positive reinforcement was given for small attempts at engagement, and efforts were made to incorporate Mr. Boss's interests into less preferred tasks to enhance their appeal. For example, incorporating his interest in animals into a writing assignment helped increase his participation. Consultation with school staff took place to discuss strategies for promoting flexibility and reducing task refusal. The RBT emphasized the importance of providing consistent expectations and reinforcing positive behaviors across settings. Staff were encouraged to offer choices when possible and to use visual schedules to prepare Mr. Boss for transitions between activities. The plan for the next session involves implementing additional choice-making opportunities to enhance Mr. Boss's sense of control and willingness to participate. Introducing activities that blend his interests with skill-building tasks aims to reduce defensiveness and improve flexibility. The goal is to support Mr. Boss in developing coping strategies for dealing with less preferred tasks and to increase his overall engagement in the learning process.

Mr. Boss attended a school-based session facilitated by the Registered Behavior Technician (RBT), focusing on improving his ability to handle transitions between activities. The session aimed to decrease transition-related resistance, increase flexibility during activity changes, and reduce defensive behaviors when shifting tasks. The RBT used interventions including the Premack Principle, positive reinforcement, scheduled breaks, a token system, and visual aids tailored to support smoother transitions. Throughout the session, Mr. Boss encountered several transition points designed to challenge his flexibility and response to changes. The Premack Principle was introduced by requiring him to transition from a highly preferred activity to a less preferred one before accessing another desired activity. For example, after playing a computer game, Mr. Boss was asked to transition to a reading activity before he could earn additional game time. Positive reinforcement through verbal praise and a token system provided incentives for each successful transition, with tokens redeemable for preferred items or activities. Mr. Boss exhibited significant resistance during transition attempts. When asked to transition from a game to a reading activity, he crossed his arms and verbally protested, stating, "I’m not ready to stop yet!" He turned away from the RBT and engaged in avoidance by stalling and refusing to move, even with prompts. His defensiveness escalated when the RBT attempted to gently prompt the transition, resulting in statements like, "You’re always making me stop when I don’t want to," as he insisted on staying with his preferred activity. The RBT employed scheduled breaks to ease transition anxiety and prevent frustration buildup. These breaks provided Mr. Boss with time to regroup, offering sensory tools and quiet activities to help him reset before attempting a transition. Visual aids, including a visual schedule and transition countdown timer, were implemented to help him anticipate upcoming changes, offering a structured preview of transitions to reduce unexpected disruptions. Positive responses were observed when Mr. Boss was provided with choices during transitions. For instance, when given the option to select from two transition activities before moving to a new task, he demonstrated increased willingness to follow the visual schedule. He responded positively to having input on transition activities, and this choice-making improved his overall compliance with session structure. However, Mr. Boss exhibited increased resistance when required to transition from preferred to non-preferred activities, displaying avoidance behaviors such as sitting silently, doodling, or verbally expressing frustration. He became defensive when reminded of the need to transition, frequently voicing displeasure by stating, "I don’t want to do boring things," and exhibiting non-compliance by ignoring instructions. Despite these difficulties, the RBT continued to use positive reinforcement for attempts at transitioning, rewarding small steps towards activity changes and incorporating Mr. Boss’s interests into less preferred tasks. For example, integrating his love of animals into a reading assignment helped ease his resistance, and providing brief transitions between activities helped him adjust more comfortably. The RBT consulted with school staff to discuss strategies for supporting smoother transitions, such as maintaining consistent expectations and reinforcing positive transition behaviors in various settings. Staff were encouraged to use visual schedules to prepare Mr. Boss for upcoming transitions and provide choice opportunities to enhance his sense of control. PLAN: The plan for the next session involves increasing choice-making opportunities during transition periods and incorporating activities that blend Mr. Boss's interests with structured task shifts. By focusing on reducing defensiveness and easing transitions, the goal is to help Mr. Boss develop strategies to manage activity changes more comfortably and enhance his engagement throughout the learning process.