How are you doing?
Are you thinking of your options and possible modifications needed?
Was the antecedent checklist helpful?
Did it help you to "focus or see" the different environments - surroundings and influences that could possibly play a part in setting up the "sitting and eating" at school plus "eating while sitting standing in front of the television?"
Did the behavior checklist help you focus on possible obstacles to eating at the kitchen table? Did you think of possible supports the child has at school to encourage him/her to sit at the cafeteria table?
You would think after observing the behavior scenarios in their two different environments plus recognizing exactly what the behaviors "look" like.. this would be enough to begin problem solving and planning for victories at home during mealtime.
We're actually getting close... but "hypothetically" we have a little further to go.
Let's move on to what happens "after" the behavior. Basically, depending on what information is needed... we may want to observe what happens "after" the child sits at the cafeteria - the "desired" behavior.. but in a totally different environment.. & what happens after the child demonstrates the undesired behavior - eating in front of the television.. away from the kitchen table... within thehome environment. around at home.
What is communicated to the child after he/she sits down at the table at the school cafeteria? What is communicated after the child runs with his/her food? Remember.... communication is more than words! Does the child receive more food, more attention, more space, more "Sponge Bob", less interruptions, etc.?
Watch and see what may be communicated to the child which may be reinforcing (encouraging) the continuation of the desired behavior at school and the undesired behavior at home.