Connection needs room to happen. It isn’t a checklist of compliments, imitation, and proximity.
Keep thinking
Would this interaction feel comfortable if someone approached you this way? Notice whether the child seeks you out, can move away, and has space to influence the interaction.
02 / LANGUAGE
Familiar doesn’t mean useful.
Before repeating the script, ask what it communicates—and what the child actually needs.
Keep thinking
A phrase can sound friendly while still dismissing what someone is trying to say. Consider what happened before the behavior, what the child may be communicating, and whether your words offer useful information.
03 / ASSENT
Participation has a perspective.
Look beyond getting through the activity. Consider comfort, choice, and the ability to pause.
Keep thinking
What does willingness look like for this child? What does hesitation look like? Bring those observations to your supervising BCBA and consider how the plan responds to them.
NO THANK YOU, FRIEND
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