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

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CommunicationFirst it is important to remember that all behavior is communication. Many times the very behaviorsthat we want to change are the ones that are occurring because the child desires to communicate awant or need to us but is unable to do so with speech. This section is on the dos and don’ts ofcommunication. The don’ts are based on things we have seen being done that were not successful forthe child and the do’s are based on things we have seen have great success for children.DON’Tø Talk about the child as if they were not there.Example: right in front of the child I’ve had a child psychologist say, “He’s not very bright ishe?” I beg to differ whose IQ is lower at the moment. I believe that we always make theassumption that the child understands all language spoken and unspoken in the room.ø Bark commands to the child as if they were a dog.ø Use vague concepts they don’t understand. Be happy vs. Show me a smile.ø Forget to make eye contact with the child even if they aren’t making it with you. They will glanceyour way at times and its best if your eyes are on themWhen you are talking to themDO• Use a lilt in your voice.• Smile when you talk to them.• Make eye contact whenever possible without forcing them to look at you.• Talk to them as if they understand every word you say.• Break requests into progressive steps: (make sure they have 10 consecutive correct responsesat each level before you move to the next)o One step commands first (stand here please)o Two step commands (go get your shoes and bring them to me)o Three step commands (go get a bowl, put it at the table, and sit down for snack)• Label all appropriate behavior:o I like the way you are sitting up straight and tall.o You walked down the hallway next to the wall so well.o You did such a good job of keeping your hands at your sides.Positive Interventions and Effective Strategies Riffel -© 2005 - 60 -
Communication DevicesPECSThe Picture Exchange Communication System (PECS) was developed in 1985 as a unique augmentative/alternative training package that allows children and adults with autism and other communicationdeficits to initiate communication. First used at the Delaware Autistic Program, PECS has receivedworldwide recognition for focusing on the initiation component of communication. PECS does notrequire complex or expensive materials. It was created with educators, resident care providers andfamilies in mind, and so it is readily used in a variety of settings.PECS begins with teaching a student to exchange a picture of a desired item with a “teacher”, whoimmediately honors the request. Verbal prompts are not used, thus building immediate initiation andavoiding prompt dependency. The system goes on to teach discrimination of symbols and then putsthem all together in simple sentences. In the most advanced Phases, individuals are taught to commentand answer direct questions. Many preschoolers using PECS also begin developing speech.The system has been successful with adolescents and adults who have a wide array of communicative,cognitive and physical difficulties. The foundation for the system is the PECS Training Manual, 2ndEdition, written by Lori Frost, MS, CCC/SLP and Andrew Bondy, PhD. The manual provides all of thenecessary information to implement PECS effectively. It guides readers through the six phases oftraining and provides examples, helpful hints and templates for data and progress reporting. Thistraining manual is recognized by professionals in the fields of communication and behavior analysis asan effective and practical guide to one of the most innovative systems available.Information taken from http://www.pecs.com/page5.htmlBig Mac SwitchesThese switches can be pre-recorded with output voices so the child can communicate without his orher own voice. Example: —I need a drink please“ can be coded into a switch and the student can learnto hit the switch to get a drink. Once they learn to use the Big Mac well they can advance to higherlevels of switches.Big Mac Switches are available at:http://www.ablenetinc.com/productLocation.asp?page=/products.aspPositive Interventions and Effective Strategies Riffel -© 2005 - 61 -
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 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: ChoicesWe touched on the topic of c
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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Georgia PBS Interventions - Florida's Positive Behavior Support ...

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