Georgia PBS Interventions - Florida's Positive Behavior Support ...

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Free or Inexpensive Rewards for Your Class:Extra RecessNational Silence Day- No one inthe room is allowed to use spokenwords. They must use: signlanguage, drawings, writtennotes, pantomimes etc. to conveytheir thoughts. This means theteacher too. It’s a lot of fun for1 day.Picnic Lunch- All students bring asack lunch from home (or ask thecafeteria to provide) – bringlarge quilts and go out on theschool lawn-or in the middle ofyour classroom if the weather isbad and have lunch on a quilt.Popcorn during reading time-Popcorn is a “cheap” treat and ifyou really want to make it specialyou can drizzle butter over itwith cinnamon sugar. Kids love itand think you really didsomething special.Visit this website:http://www.sunkist.com/takeastand/ then set up the lemonadestand in your school with preadvertising.Your students willlearn a lot of business skills inrunning a business, and learnabout contributing to a charity.This could be tied into ShowingRespect for Others if that is oneof your behavioral expectations.Pajama Day- Wear pajamas,bring pillows and all learningtakes place on the floor with thedesks pushed out of the way.Home baked cookies-Surprisethe class by bringing in homebaked cookies telling them it’sbecause they have beenso…whatever behavioralexpectation you have beenworking on.DEAR- “Drop Everything andRead” - Walk over to the boardand say “Everyone is working sowell that you have 15 minutes todo this…”Write DEAR on theboard. The students get 15minutes to read leisurematerials.Popcorn on a blanket. Have thestudents form a large circleaway from the center. Put apopcorn popper in the center ofthe circle without the lid. Thestudents can watch the popcornpop out of the popper all overthe blanket. Once the popper isoff they can eat.Visit this website:http://www.bestfreestuffonline.com/kidstuff.htm and have thestudents choose one to write tofor a free item. (This will helpthem learn proper letter writingetiquette) then have all theitems delivered to yourclassroom. Once they have allarrived- wait for a great day ofbehavior and pass them out.Teacher Day- Divide the classinto teams and each team isresponsible for teaching onesection of the day. This takesplanning but gives students anappreciation of how hard it is toprepare for a lesson from theteacher’s viewpoint.Music day- Play “approved” CD’swhile the students are workingat their desks for a reward.DEAD- “Drop Everything andDraw” Walk over to the boardand say “Everyone is working sowell that you have 15 minutes todo this…” Write DEAD on theboard. The students get 15minutes to draw.Soda Pop day- Send home a notethe night before and tell theparents that their child hasearned a reward and tomorrowthey can bring a soda pop fromhome to drink after lunch.Slipper day- Variation on Pajamaday (especially if you have olderstudents).Positive Interventions and Effective Strategies Riffel -© 2005 - 28 -
Enforceable Statements (Love and Logic Technique) www.loveandlogic.comSometimes the way we word things sets us up for failure in the classroom. Instead of saying “Clean upthis room right now and I mean it or you don’t get any recess.” We need to say things like “I’ll behappy to take you to recess as soon as the room is clean.”When we tell students what we are going to do it is so much easier to control the situation. I used torun a portion of the children’s Sunday school program with over 1000 children in one hour. We had tomove 1000 children between three activities: a) story telling, b) music, and c) life application. We hadapproximately 300 children every 15 minutes moving into each area with an adult to child ratio of 1-10approximately. This would have been like herding cats. However, we put two things into place: 1)Positive Behavior Support and 2) Enforceable Statements. We first taught the behaviors we expected.We had Edith Anne come in and model it for them- the wrong way and the right way. Edith Anne gotthe students to help her practice it. Then we caught them “being good”. We spent four Sundaysworking on this. Then we used Enforceable Statements. We will begin the storytelling as soon aseveryone is sitting “criss-cross” applesauce.We didn’t stand up there and tell 300 children to get quiet over and over; it would have never worked.The children did get quiet and we were known throughout the Midwest as church after church sentpeople to figure out what we were doing to happily contain 1000 children for an hour every Sunday. Wedid this for 3 hours straight every Sunday. We would have gone insane if we hadn’t figured out thebest way to do this.List three things you say all the time in your classroom:Things you say all the time:Example: Quit yelling and I’ll listen.Now Change it to an enforceablestatement:I’ll be happy to listen when your voicematches mine.Positive Interventions and Effective Strategies Riffel -© 2005 - 29 -
Page 1 and 2: Laura A. Riffel, Ph.D.Positive Inte
Page 3 and 4: The Yellow Zone....................
Page 5 and 6: Social Stories.....................
Page 9: You will notice that the largest se
Page 12 and 13: five behavioral expectations. If yo
Page 14 and 15: The Real Magic of Changing Behavior
Page 16 and 17: Behavioral Matrix:So how do we teac
Page 18 and 19: What will be your 3-5 Behavioral Ex
Page 20 and 21: A little respect...2) Objective:Not
Page 22 and 23: 1) Focus: Ask the students why peop
Page 24 and 25: Group Contingencies:ComplimentsLink
Page 27: How Do You Compliment High School S
Page 31 and 32: Class Meetings:Class meetings are a
Page 33 and 34: If you find these things offensive
Page 35 and 36: Hierarchy of Behavioral Responses (
Page 37 and 38: Positive Interventions and Effectiv
Page 39 and 40: How to Give Problems Back to Kids S
Page 41 and 42: WhiningI did a search on the Intern
Page 43 and 44: Social Skill GroupsSome children do
Page 45 and 46: Positive Interventions and Effectiv
Page 47 and 48: ERASE Problem Behavior (From Dr. Te
Page 49 and 50: If the Function is “To Gain Acces
Page 51 and 52: 1 1 1 1If the function is to “acc
Page 53 and 54: If the function is to Escape from P
Page 55 and 56: Interventions:The following pages a
Page 57 and 58: Categories (Teaching Classification
Page 59 and 60: ChoicesWe touched on the topic of c
Page 61 and 62: Communication DevicesPECSThe Pictur
Page 63 and 64: Criterion Reference Competency Test
Page 65 and 66: FidgetsAll children fidget in their
Page 67 and 68: Getting Behavior in Shape at Home-
Page 69 and 70: Walk through the cereal aisle at th
Page 71 and 72: We praised our children:• when we
Page 73 and 74: Light TherapyMany children with aut
Page 75 and 76: Michenbaum’s 5-Step Cognitive Lea
Page 77 and 78: Piggy Back Song Examples:LET’S AL
Page 79 and 80:
The One Sentence Intervention (from
Page 81 and 82:
PromptingVisual AssistantFrequently
Page 83 and 84:
ReadingOpen CourtI love the old Ope
Page 85 and 86:
School age children -hang upside do
Page 87 and 88:
potato or rice. Then let your child
Page 89 and 90:
Social StoriesCarol Gray has writte
Page 91 and 92:
SortingIt’s sad to see children w
Page 93 and 94:
Time OutTime out was originally des
Page 95 and 96:
Using Visuals to TeachThis was used
Page 97 and 98:
This is a visual bridge from home t
Page 99 and 100:
Visual Puzzle ScheduleIf you use a
Page 101 and 102:
Writing StrategyFor children with l
Page 103 and 104:
Remember………………………
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www.ablelinktech.comVisual Assistan
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