Sample analyst page, Session 5 | Well-Being Behavior

These print on the reverse of the session page, or as a separate stack that stays in the file. One per session, and the family copy never carries them.

The note skeleton is the point. Purple is what you fill in. Everything else is written to survive a review: a caregiver target phrased as an adult behavior, a method, an in-session rehearsal, a material provided, and an assignment. A note missing the rehearsal is the one that gets flagged, because without it the session reads as a conversation about a child rather than training delivered to an adult. A plain block sits under each one for lifting straight into your own record.

Where the technician has recorded caregiver-run trials, cite them. Direct observation of the caregiver running the routine, on the same columns the technician uses for their own trials, corroborates a caregiver target that would otherwise rest on self-report. A note that carries both is a materially stronger note, and the technician library tells them how to record it without writing an assessment of the parent.

Nothing here is case-specific and nothing here is stored about anybody. The bracketed fields are completed in your record, not in this system.

SESSION 05Phase two · session one of four

Rule out the body first

Prep

5 minutes. Read the returned sheets before you arrive.

In your bag

Physical screen card, 7 tracker sheets, session 5 page.

Follows

Phase one, or a placement into phase two.

Leads to

Session 6, which needs this screen already running.

If you are prepping in the car

Six things to rule out before you call it behavior. Run them aloud on three real incidents from their week.

Caregiver target

Before recording anything as behavior, the caregiver checks the six physical explanations and notes any that apply.

This session, across the other readers

FamilyReading the session 5 page, rule out the body first, plus U02 in their packet. They have the same six-item list you are teaching from.

TechnicianAlready watching arrival state and reporting slower warm-ups and mastered targets needing prompt again. Ask them what they have seen before you teach this. They have a same-time-of-day comparison across weeks that the household does not.

ModulesIf sleep, toileting or feeding is attached, its gate already carries a physical rule-out. Point at it rather than teaching it twice, and use that module's specific list as the worked example.

Running the session

The core · 30 minutes · always run

0–5 minCollect the sheets. Take whatever came back, including a blank week. Say out loud that a blank week is data, because most caregivers arrive apologizing for one.
5–15 minTeach the concept. Motivating operations in plain terms: some conditions change what a child is willing to do without changing anything about their skills. Use the U02 wording, and land the closing line about a sudden change in character.
15–25 minRehearse it. Three real incidents from their week, six checks run aloud on each, caregiver doing the checking and you correcting. This is the billable core and the part that must appear in the note.
25–30 minAssign and hand over. The one thing, the sheets, and the screen card for the fridge. Write the target behavior on the sheet with them rather than leaving the line blank, in whatever words they use. It gets turned into something scorable next week and it is much easier to sharpen a rough answer than to start from an empty line.

Extensions · 15 minutes each · pick by need

Run the screen live IN-VIVO: With the child present, wait for something real and have the caregiver run the six checks as it happens. Far harder than doing it retrospectively and much closer to what the session actually asks.
Build the household's own list: The standard six plus what is specific here. A known reflux history, a medication schedule, a child who does not report ear pain. Their version is the one that gets used.
Bring in the second caregiver: Teach the screen to whoever else is in the house. The cheapest possible start on phase six, four months early, in fifteen minutes.
Prepare the pediatrician conversation: Where the screen has already flagged something. What to say, what to ask for, what to bring. Caregivers get dismissed at these appointments routinely and rehearsing it changes the outcome.

Note skeleton

Reviewed [n] days of caregiver-collected antecedent data. Provided instruction on establishing operations and the six-item physical screen, including sleep, pain, illness, constipation, hunger and medication change. Caregiver rehearsed the screen against [n] incidents reported from the home setting with in-session corrective feedback; independent accuracy [n/n].

Provided printed screening reference and daily tracking sheets. Assigned: caregiver to record physical screen results prior to antecedent entry on all sheets since the last session. Barriers identified: [ ]. Next session target: [four functions, identification].

Plain, for lifting

Caregiver training session, [duration] minutes, [caregivers present]. Target: caregiver will independently screen for physical and medical antecedents prior to attributing behavior to environmental function. Reviewed [n] days of caregiver-collected antecedent data. Provided instruction on establishing operations and the six-item physical screen, including sleep, pain, illness, constipation, hunger and medication change. Caregiver rehearsed the screen against [n] incidents reported from the home setting with in-session corrective feedback; independent accuracy [n/n]. Provided printed screening reference and daily tracking sheets. Assigned: caregiver to record physical screen results prior to antecedent entry on all sheets since the last session. Barriers identified: [ ]. Next session target: four functions, identification.

What makes this one survive. The rehearsal count and the accuracy figure. A note saying you discussed medical causes is a conversation. A note saying the caregiver ran the screen on four incidents at three out of four is training with a measure on it.

What to look for in what comes back

Whether the physical column is being filled at all. Blank means it did not transfer, and it needs reteaching rather than moving on.
Whether it is being used as an explanation rather than a screen. Everything attributed to tiredness is the same error in the other direction.
Anything that should have gone to a pediatrician and did not. Read for those first, before anything else on the sheet.
Whether the sheets came back at all. That is session one data on the caregiver, not on the child.

If the target did not move

The sheets did not come back: Almost always effort rather than willingness. Cut to one sheet for the whole week, or three checks a day. A partial record you get beats a full one you do not.
They screened but did not record it: They are doing the work and losing the evidence. Add a single check box at the top of the sheet rather than asking for writing.
Every incident came back explained by the body: The screen has become a conclusion. Rerun the rehearsal with two incidents where the physical answer is clearly no, so they experience it ruling something out.
They are overwhelmed rather than confused: Something upstream is unhandled and it is usually sleep, theirs or the child's. Hold the session and see the caregiver support section below.

If they are ahead

Some caregivers already do this, particularly those who have been through an authorization period before. Mark it covered, take the accuracy measure anyway because it is useful baseline, and use the freed time on the pediatrician extension or move session 6 forward into this session.

Send home Session 5 page · 7 tracker sheets · screen card Bring back The sheets