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

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A parable to define the philosophy of this book:Once upon a time there was a man who loved to fish.He spent many Saturdays from dawn to dusk sitting inhis boat dreaming of the “big one that got away.” Oneday, as he was fishing from his boat he noticed a snakeswimming by with a frog in his mouth.Feeling sorry for the frog, he gently released it and itswam away. He then looked down and saw the snakelooking sad and forlorn. Knowing the snake was hungry hequickly looked around the boat for something to feed thesnake. He had caught no fish and he had eaten his entiresandwich, his chips, and his cookies. All he had was abottle of whiskey which he slowly fed to the greedilyslurping snake.The snake swam happily away and thefisherman went back to fishing.<strong>Positive</strong> <strong>Interventions</strong> and Effective Strategies Riffel -© 2005 - 6 -
Page 1 and 2: Laura A. Riffel, Ph.D.Positive Inte
Page 3 and 4: The Yellow Zone....................
Page 5: Social Stories.....................
Page 11 and 12: The Green ZoneAlthough this section
Page 13 and 14: The Magic WandAll too often when we
Page 15 and 16: Deportment: The Hybrid Cross of Mar
Page 17 and 18: Respect Self Respect Others Respect
Page 19 and 20: Sample Lesson Plan on Teaching Resp
Page 21 and 22: 5) Guided PracticeCall several stud
Page 23 and 24: Routines:Ideas from other teachers
Page 25: Individual Contingency/Group Conseq
Page 28 and 29: Free or Inexpensive Rewards for You
Page 30 and 31: Choices (Love and Logic Technique)
Page 32 and 33: Learning from others’ misteaks mi
Page 34 and 35: Love NotesI used to carry a packet
Page 36 and 37: LEVEL IIoooContractso A written or
Page 38 and 39: Yellow zone students are those litt
Page 40 and 41: What’s a Problem in Your Classroo
Page 42 and 43: The Monday GangI used to set up a p
Page 44 and 45: Books on Teaching Social Skills:You
Page 46 and 47: The Red ZoneChildren in the red zon
Page 48 and 49: If the Function is “To Gain Atten
Page 50 and 51: notice it on your own. This elimina
Page 52 and 53: If the function of the behavior is
Page 54 and 55: If the Function is to Escape “Sen
Page 56 and 57:
Aggressive BehaviorsBehavior is com
Page 58 and 59:
Categories (Teaching Classification
Page 60 and 61:
CommunicationFirst it is important
Page 62 and 63:
Communication Devices continued:Sup
Page 64 and 65:
Fecal SmearingThere are many reason
Page 66 and 67:
Filtering TherapyChildren with auti
Page 68 and 69:
·After several successful meals, a
Page 70 and 71:
What can you do if the above does n
Page 72 and 73:
Ideas to change the environment to
Page 74 and 75:
Math SkillsChildren with autism nee
Page 76 and 77:
Music TherapyMany people with diagn
Page 78 and 79:
Object Schedule or Object CalendarF
Page 80 and 81:
My One Sentence Intervention Projec
Page 82 and 83:
Portable StimulationChildren with a
Page 84 and 85:
Sensory Diet (This is from http://w
Page 86 and 87:
Visual EnvironmentIf your child is
Page 88 and 89:
Sensory IntegrationChildren and adu
Page 90 and 91:
SpellingChildren with Autism can le
Page 92 and 93:
TimeThe concept of time is very dif
Page 94 and 95:
Token EconomyI love token economies
Page 96 and 97:
Following Directions is a hard conc
Page 98 and 99:
Visual SchedulesWhere are you going
Page 100 and 101:
Water TherapyMany children with aut
Page 102 and 103:
Final ThoughtsIt’s not fairFreque
Page 104 and 105:
Resources:Alberto, P., & Troutman,
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