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

More documents

Recommendations

Info

Yellow zone students are those little groups that can sometimes take up a lot of yourtime. In the younger grades they are the tattle tales. Back in the 1970’s when Ifirst started teaching it was a common practice by some of the seasoned teachers toput a little yarn braided tail on students who tattled. Almost as bad as putting a“dunce” cap on a student. Thankfully, I never bought into that philosophy.This group includes children with impulsivity disorders who need the little boostershots from the green zone more frequently than the rest of the class. They mightneed a secret signal to remind them where to keep their hands in line etc.There are the whiners, complainers, and Chicken Littles in every group. (True in theadult world as well.) The following strategies will help you deal with these children.These students have master’s degrees in how to bait adults into a power struggle.These are the children who say things like:• I don’t need this stinking classo “Stinking” may be substituted with a less desirable word, the olderthe student gets• This is irrelevant• This sucks• You’re mean• I hate youThese are also the students who are good at letting youenable them to be dependent on you for work, friends, andexcuses.Positive Interventions and Effective Strategies Riffel -© 2005 - 38 -
How to Give Problems Back to Kids So They Aren’t Yours:(www.loveandlogic.com)1. Show empathy2. Lay the problem back on them3. Ask them if they would like to hear what others have done in similar situations (this gives youpermission to give advice)a. Give the worst solution firstb. Always end by saying “How would that work out?”c. Give them as many solutions as you can think of at the timed. Tell them that you are all out of ideas4. Tell them good luck and to let you know what they decide to do.Here’s how it sounds:Daughter: Mom, I was in Best Buy and I just couldn’t resist. There was a new cell phone that takespictures and I just wasn’t thinking and I bought it and it cost $220 and now I don’t have enough moneyfor my car payment. (Hidden message: I need $220 for my car payment)Mom: That’s a bummer. I can understand how cool that phone must be for you to spend your carpayment money without thinking. What are you going to do about your car payment? (Hidden message:You are not getting it from me)Daughter: I dunnoh! (Hidden message: I need $220 for my car payment. You can put it in my bankaccount for me.)Mom: Well, would you like to hear what some other kids have done when they found themselves in thatsituation?Daughter: I guess. (Hidden message: Okay- bore me with your ideas. I just need the money)Mom: Well, some kids let the bank know they will be late with their car payment and take a chance onthat hurting their credit. How would that work for you?Daughter: I can’t do that. My credit rating is very important to me.Mom: Well, some kids take the phone back to Best Buy and get them to take it back since it was animpulse purchase. How would that work out for you?Daughter: I can’t do that. Best Buy doesn’t take things back. (Hidden message: I want this phonereally bad.)Mom: Well, some kids borrow a little here and a little there from their friends until they have enoughto pay their car payment and then they work really hard to pay their friends back. (Hidden message:the MOM ATM is closed.) How would that work for you?Daughter: My friends don’t have that kind of money.Mom: Well, some kids would just sell the phone to a friend for the same money and then they’d havethe money to pay their car payment…and honey, I’ve got to go. I’m all out of ideas. Good luck with thisdilemma. Let me know what you decide to do. I’ll talk to you tomorrow. Love Ya. MOMDaughter: Next day, “MOM, guess what? I went to Best Buy and believeitor not they took the phone back. Now I can make my car payment.”Positive Interventions and Effective Strategies Riffel -© 2005 - 39 -
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 and 28: How Do You Compliment High School S
Page 29 and 30: Enforceable Statements (Love and Lo
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: Positive Interventions and Effectiv
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………………………
Page 105:
www.ablelinktech.comVisual Assistan
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?