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

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Communication Devices continued:Super-TalkerI really like the following because it is a step progression from one voice output all the way up to eight.As the student progresses the teacher can snap in a new grid and they go up to 2 then 4 then 8different output choices that can be matched with pictures so the child can correlate the spoken wordto the picture of the item.SuperTalker progressive communicator (also available athttp://www.ablenetinc.com/productLocation.asp ?page=/products.asp)Step by StepAnother tool that can be used for teaching turn taking and other activities is astep by step. You can start off programming it to say: My turn-Your turn. Thechild is taught to press it when he begins and press it when he ends an activitythat he is sharing with the teacher or another student. “My turn- Your turn”teaches the child reciprocity which is a very difficult task. Taka Perry, our clinicteacher uses it to say “work”, “break” and the child uses it to request a break whenworking. If she doesn’t want him to have a break yet she just presses “work” andhe goes back to work until he presses it again.Step-by-Step with levelsAll the same great features of our Step-by-Step communicators, with theaddition of levels. Levels are ideal for prerecording sequential messages to be usedat specific times during the day, or for recording and storing sequential messagesthat are used on a regular basis. Prerecord grocery lists on level one, knock-knockjokes on level two and the events of the day or any other set of sequential messageson level three. There is no limit to the number of messages per level within the 75seconds of recording time.$159.00 (Also available at:http://www.ablenetinc.com/productLocation.asp?page=/products.asp )Positive Interventions and Effective Strategies Riffel -© 2005 - 62 -
Criterion Reference Competency Test (CRCT and High School Students)Most students with special needs are required to take the criterion reference tests developed by eachstate. The rote drill and memorization required for these tests are difficult for them. Although, theyneed to practice taking the tests in the same format that they will be taking them (i.e. bubble sheets)for the memorization practice it is good to put large motor skills paired with the memorization. Hereare ideas for how to put large motor movement paired with the questions:Have a BallWrite the questions on 9 inch diameter balls with a Sharpie pen and toss the ball around the roomhaving the students answer the question that their right thumb lands on. Caution: You have to set uprules about how to throw the ball prior to beginning. Once that is done it is not usually a problem.Ladies and Gentlemen…”In this corner”Label the four corners of the room with cards hanging from the ceiling marked “A”, “B”, “C”, and “D”.Then read a question and have the students go to the corner corresponding to the answer they think isthe correct answer. This helps them first learn to listen to all the possible answers before theychoose. It helps them think about associating the answer with letter choices. Caution: It’s importantto set this up so that if one person goes to the wrong corner it’s okay because there is more than oneway to think about answers to questions. Then you can have discussions about why one answer is betterthan another. Start with some really easy questions first.Then…. (shape the learning toward the test)Flash CardsTeach the students a good study skill. Have them make flash cards for questions like they will see onthe test. Then have them pair up and ask each other the questions. Peer mentors work really well inthis situation.Practice, Practice, Practice Turn everything into a bubble test. Have them bubble in their name,address, what they want for lunch etc. Have them write their own tests.Practice TestsAs much as possible, give the child practice tests in the format they will be using during the CRCT.You can start with fun pages like dot to dot pictures, replacing the dots with bubbles to be filled inbefore connecting the dots. Give them their spelling tests in a multiple choice format with fill in thebubble format and so on. This will make it less anxiety ridden when they take the real test because itwill look like all the things they have been doing in the classroom.Positive Interventions and Effective Strategies Riffel -© 2005 - 63 -
Page 1 and 2:
Laura A. Riffel, Ph.D.Positive Inte
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The Yellow Zone....................
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Social Stories.....................
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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 and 60: ChoicesWe touched on the topic of c
Page 61: Communication DevicesPECSThe Pictur
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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