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

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If the Function is “To Gain Attention” from Adults or Peers:The reinforcer for the intervention should be attention from either peers or adults depending on thetarget behavior’s function. If the target behavior was to gain attention from peers then thereinforcer should be giving the student attention from peers in a more appropriate manner. Here aresome examples:Intervention that may bepaired with behaviorFunctionReinforcer ExamplesteachingToken Economy Peer Attention Ten Tickets = time to teachclass a mini lesson.Class Messenger Adult Attention Takes messages to office,other teachers etc. Alladults who receive thismessage will know to givestudent some extraattention at the time ofdelivery.Class Leader Peer Attention Student is in charge of visualschedule in the classroom.Student guides others intothe next activity by turningthe schedule over andannouncing the next activity.Diary Adult Attention Student earns 5 minutes ofone-on-one time with anadult first thing in themorning to go over diary ofwhat they did the nightbefore at home. They comein at the end of the day toget a new diary and todiscuss how the day atschool went.Lunch Bunch Peer Attention The student earns privilegeof eating at a special table inthe lunch room with peers ofhis or her choosing. Thetable can be decorated witha tablecloth etc.Lunch with Dignitary Adult Attention Student earns lunchprivileges with a specialadult. This could be aprincipal, grandparents, SRO,Governor, Mayor, Businesspartner etc.Positive Interventions and Effective Strategies Riffel -© 2005 - 48 -
If the Function is “To Gain Access to Materials” or Preferred Items:There are two ways to handle access to materials. One is to set up a token economy where the studentearns some time with the preferred materials. The second is to use the “How to give problems back tochildren so they aren’t yours” method listed in the yellow section. It will depend on the level of thestudent. The lower the functioning level the more likely you will have to use the preferred itemintermittently with non-preferred items and a token economy is a great way to do this.The reinforcer for the intervention should be the preferred reinforcer. Each child has differentitems that “float their boat” and they may change from day to day or week to week. We always saythat once the adults figure out the answers the children change the test. Here are some examples ofthings that other children have earned. These can be paired with a token economy, a now-thenschedule, or any other system you choose.Sometimes you have to do an interest inventory to determine the preferred items; this is especiallytrue if the child is non-verbal or has intellectual disabilities in the moderate range. These are some ofthe things we have found to be reinforcing to other students.Art Supplies Electronic Games Sport Cards (Baseball, etc.)Beading Food Items StickersBoard Games Favorite Books Word SearchesComic BooksFavorite ToysWe actually have a group ofComputer TimeMusicchildren who are highlyCoupon ClippingPuzzlesmotivated by Ramen NoodlesDeck of Playing Cards Sensory Toysat an alternative school.(You never know until youwatch and ask.)The Gumball MachineWhat parent has not dreaded walking by the gumball machine when their children weresmall? Here’s how you set that up so it’s not a problem. First, I’ll tell you that I tried totell my daughter that what was in those machines was “yucky” and that she wouldn’t likewhat was in there. For two years this worked great. We’d walk by and she’d point and say“yucky” and I would reward her with praise and a goldfish cracker that I thought wasmore appropriate. Unfortunately, one day her grandpa took her to the store and shediscovered that I had been lying all those years. I don’t suggest going down that road.Set up a token economy. Tell your child they have to earn 10 tokens. I like jelly braceletsbecause they are easy to hang on to and keep in your pocket. The child slips them on their wrist andwhen they are young, little boys don’t care that they are for “girls”. Tell them how they are going toearn their jelly bracelets. “You can earn a bracelet for helping mommy or daddy find these items (cutout pictures of items you will be getting.” You can earn two bracelets for staying in the cart. You canearn a bracelet for using a 6 inch voice.” (Only people within six inches could hear you.) “You can earnfour bracelets for not asking for anything all the way around the store. I will allow you to have tworeminders on this.” Then tell them you will give them bracelets throughout the store when you seethem doing these things. However, they can’t ask for a bracelet. They have to be so good you willPositive Interventions and Effective Strategies Riffel -© 2005 - 49 -
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 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: ERASE Problem Behavior (From Dr. Te
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
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