1. Establish a set of rules.
Provide a visual of the rule you want your student to follow. Simple picture communication symbols are great for lower learners, but real photographs of the students actually following the rule helps to demonstrate exactly what the good behaviour “looks like.” If your student requires direct teaching of certain behaviours, add these as a goal on the Behaviour page in their IEP. Try to think of behaviours that will benefit the student when they integrate to other classrooms. i.e. staying in their seat and listening quietly. Think about the future and where you see the student progressing towards. If they are displaying behaviours at a young age that wouldn’t be appropriate as they got older, try to conduct a change early.
3. Reinforce in a variety of ways.
Allow students the opportunity to gain reinforcement in multiple settings in a number of ways. This will give a positive response for behaviour even when the student isn’t expecting it – resulting in an increase in acceptable behaviour all around. If you only reinforce “good sitting” behaviour in the student’s homeroom, the memory required to demonstrate the same skill in a different setting (i.e. science class) might not transfer for many of your students.
Here are some great ways to reinforce behaviour in different ways:
2. Use a first/then visual to show and verbalize “first colour, then play-doh.”
6. Immediately provide verbal praise and the reinforcement (play-doh).
- Create larger spaces of time between reinforcement intervals
- Lengthen and expand on the demands of the task
- Begin to generalize the first/then behaviour into other tasks
- Add a token board to increase the amount of a task completed (i.e. 1 minute of colouring = 1 star…5 stars for a reinforcement)
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