Positive Supports For School

• Class structure- needs to be in place for real, not just in theory

• Consistent routines for all activities throughout the day

• Pre-made and prepared activities w/all materials present

• Pre-assigned roles and responsibilities throughout the day for staff members

• Pre-determined areas for activities (so that students will know where to go)

• Limited auditory distractions-  limit music playing in the background

• Limited visual distractions

• Proximity control

• Visually label areas of the classroom

• Make expectations clear by using PCS

• Use visual schedules for various activities

• Individual student schedules to allow for independence and ownership

• A daily class schedule which promotes movement throughout the day

• Neutral voice tone

• Tone of voice -try whispering to calm someone

• Few/limited words to express what you want them to do

• Gesture/model along with verbal language

• Provide visual cues along with verbal language

• Premack Principle (less favored activity first, then a highly preferred activity)

• Relocate the activity or people if a problem behavior keeps happening in the same area with the same person

• Provide highly motivating activities to help the child make it through a difficult activity

• Remove problem items before the student enters the room

• Be prepared, have materials ready and organized

• Remove items which are known to encourage inappropriate behavior

• Change to positive body language- try not to stand over the student or present negative body language

• Be aware of sensory issues in the child’s environment and be respectful that the sensory input may be causing a problem

• Decrease difficult tasks by decreasing in numbers (i.e. instead of 7 math problems, give 3)

• Decrease the amount of time expected (i.e. waiting or working)

• Decrease in difficulty (i.e. a  5 piece puzzle vs. a 20-piece)

• Decrease in requirements (i.e. student is expected to get dressed putting on 6 items, reduce to 3 items.)

• Give a slight physical prompt (i.e. student having trouble picking up spilled blocks, or joining fastener on coat)

• Make the task easier

• Time schedule-  provide attention/an item every X amount of time for positive behaviors

• Social rewards, verbal praise, high fives, pats on the back, tickles, etc.

• Access to highly preferred items (toys, sensory items, food, magazines, etc.) for positive behavior

• Use of visual cues to show the child what reward they will get for positive behavior