Track specific, observable, measurable behaviors. Instead of "bad attitude," track "refusal to follow instructions within 5 seconds." Concrete definitions ensure everyone tracks the same way, making data reliable and useful for decision-making.

Maintain consistent tracking across settings when possible. If behaviors occur at home and school, coordinate tracking to see the complete picture. Use tracking for positive behavior monitoring, not punishment—celebrate successes visually with the child. Share progress regularly so children see their growth. Use collected data to make intervention decisions rather than relying on memory or feelings about how things are going.

Settings: Home, School, Clinic

Start with adult comparison to calibrate accuracy. Initially, both adult and child rate the same behavior, then compare. This teaches the child what accurate self-assessment looks like. Use clear, objective criteria that eliminate ambiguity—"I stayed in my seat for the entire activity" rather than "I was good."

Reinforce accurate self-monitoring even when monitoring reveals challenges. If a child honestly reports difficulty, praise the honesty. This prevents incentive to "cheat" the system. Fade adult prompts gradually as accuracy improves, moving from constant checking to spot-checks to full independence. The ultimate goal is self-management across settings without external monitoring.

Settings: School, Home, Clinic, Community

Allow comfort objects during difficult transitions rather than removing them. These items aren't "crutches"—they're legitimate regulatory tools. If fading becomes necessary for developmental progression, do so gradually. Never suddenly remove a comfort item, which can cause significant distress and erode trust.

Use transition objects specifically for separation anxiety. A photo of family members, a parent's scarf, or a small item from home helps maintain connection when apart. Small, portable items work best—they can travel to school, therapy, or community settings without disruption. Respect the child's attachment to comfort items. What seems trivial to adults often carries profound meaning for children navigating complex emotional experiences.

Settings: Home, School, Clinic, Community

Identify what happens immediately before problem behavior. Does the behavior occur during transitions? When demands are placed? In noisy environments? When preferred items are unavailable? Functional patterns reveal modification opportunities.

Modify the environment to reduce triggers. If crowded spaces cause distress, arrange furniture differently or adjust schedules to avoid peak times. Provide predictability through visual schedules and advance warnings before transitions. Offer choices within limits—children can select the order of activities, which materials to use, or how to complete a task, increasing cooperation without removing necessary structure.

Prevention is consistently easier than reaction. Time invested in antecedent modification saves hours of crisis management and builds more positive relationships.

Settings: Home, School, Clinic, Community

Without objective data, we rely on memory and perception, both of which are notoriously unreliable. We might remember dramatic behaviors while forgetting days of success. Data collection provides objective measurement of what's actually happening, how often, and under what conditions.

Data reveals patterns invisible to casual observation. A behavior that "happens all the time" might actually occur three times weekly, primarily during math class, usually after poor sleep nights. These patterns guide precise intervention rather than broad, ineffective approaches.