Review the observation data about Brady and answer the following questions:

1. What is going well for the classroom?
    

   The team seems to have a strong relationship with Brady and his family. The two adults are also sharing responsibilities. They are using the visual cue cards as planned, and they have made environmental adjustments to the arrival routine. These seem to be working.
2. What additional data do you need about Brady or the team?

    

   A trainer should also collect data about the frequency, duration, and intensity of Brady’s behavior during the trainer’s time in the classroom.
3. What additional support do staff members seem to need?
    

   Staff seem to not be using the first-then strategy. I would want to ask them about that and determine whether it seems like a good fit for their classroom, and what barriers are keeping them from using it.
4. What kinds of support or training will you provide?
    

   I would model the first-then strategy in the classroom with Brady. I would make sure the materials are ready, easy to access, and durable. I would provide assistance with getting the pictures or materials if needed. Then I would brainstorm a few good times staff think we should use the first-then, and I would model during one of those. I would come back during the next routine and ask each adult to take a turn trying out the strategy while I watch. I also might continue to observe the kinds of positive attention Brady gets to make sure adults are commenting on his positive behaviors.