- Add class structure-a structured setting needs to be in place for real, not just in theory.
- Create consistent routines for all activities throughout the day.
- Pre-make and prepare activities with all materials present before you start the lesson.
- Pre-assign roles and responsibilities throughout the day for classroom staff members.
- Pre-determine areas for activities so that students will know where to go.
- Limit auditory distractions-limit music playing in the background.
- Limit visual distractions.
- Proximity control.
- Visually label areas of the classroom.
- Make expectations clear by using pictures or other visual supports.
- Use visual schedules for various activities.
- Give individual student schedules to allow for independence and ownership.
- Create a daily class schedule which promotes movement throughout the day.
- Use a neutral voice tone.
- Chill your tone of voice - try whispering to calm someone.
- Use few/limited words to express what you want the person 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 or a preferred item every X amount of time for positive behaviors.
- Give social rewards, verbal praise, high fives, pats on the back, tickles, etc.
- Provide access to highly preferred items (toys, sensory items, food, magazines, etc.) for positive behavior.
- Use visual cues to show the child what reward they will get for positive behavior.
For behavior support printables, visuals, stories or posters take a look here!
