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Activity choice (offer him the ability to choose what books he reads), noncontingent escape, curricular and instructional revision (if he struggles to read alone let him read with a partner, if he has a higher reading level give him access to more challenging books)

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Activity Choice: Giving him the option of reading a paper-copy book, a book on an app (ereader), or an audio book. We are including technology options to be more appealing to his interests. Choice in seating and location within the classroom also available.

Timer/Premack: Predetermined time to engage in desired independent reading behaviors with no problem behaviors = choice time/time away from demands

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Teach FTC and allow him to request a break. Also allow a task to be broken up into smaller components or allow choice of activity.

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Activity choice
Non contingent breaks

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- choice menu for reading
-interest inventory and preference assessment
-Premack principle (first, then chart)
-instructional/curricular revisions (different time of day; change schedule, different instructional approach)
-reinforcement schedule

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Offer him choices, such as reading book online. Could add built in breaks while doing task. Premack principle.

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Assuming that reading is an area of weakness for him, you would teach him to raise his hand to ask for help (the teacher would have a card on her lanyard to signal if she can respond immediately or of he will need to wait). If this isn't the case, teach him to mand for a break during reading time.

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How to request a break: Start with a visual/break card that is easy to show in which the teacher immediately grants the break at first, and then we increase his tolerance for delayed breaks. Also, teacher could model using the break card having the break granted so that the student can see how to use the card.

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-FCT- Teach "I need a break" to immediately escape task on a CRF, then build tolerance to aversive task by gradually delaying reinforcement on a FI schedule

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Teach Mike to ask for a break
Use a token system to earn breaks. 5 tokens =5mins and then fade the dependence on tokens to asking.

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Have him choose a book at his own level.
Choice of reading to a partner or reading to the teacher.
Giving him a choice of reading a book on a an electronic device and have the option of different formats (Text to speech, audio book)
Give breaks in between reading time (Ex. First read for 3 minutes and then have a 2 minute break)

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Teach him to ask for help or to request a break. We would do this by using a visual card with a 0-10 scale to teach how to identify how frustrated he might be feeling, and then based off this number he points to allow him to request a break or opens up dialogue to have teacher help with task.

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Teach breaks
2 x breaks. If he stays at that or under, he gets direct reinforcement.
Implement a card system to communicate availability to learn.

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How to ask for a break: Teach him how to raise his hand when he needs help, or a visual/help or break card to show his teacher that he needs assistance and or a break.

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Using continuous reinforcement at first and transitioning to variable reinforcement.
Offer choice board options during independent work times, so he has a variety of options.

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-teach if/then, if you read a book for 5 minutes, then I can enjoy this my choice for 5 minutes.
- be assigned a teacher helper or a peer buddy during aversive activity
-assessment choice menu where he can choose the assessment for the reading assigned

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A visual schedule
First/Then
What are we working for
Universal class schedule
Calming strategies
A learning ally
Audio books

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With the rating scale, teach the student what the numbers look like at each level. For example talking about what he might look like at a 1 vs a 6. Along with this teach coping strategies, such as if he is at a 6, practice deep breathing or going for a walk.

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Token economy to earn extra math time, academic tasks on technology, time in the gym (do assessment of which is most reinforcing). Incorporate reading tasks into technology (allow him to read books on Chromebook). Teach Zones of Regulation and coping skills to help him identify when is elevated and needs a break.

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1. Determine if the open-endedness of the independent reading is what is challenging, maybe provide a structure to his reading block (stop & jot, highlight parts of the text, etc.) could be added if he does better with structured reading time- further observation would be needed.
2. Incorporate natural breaks into the day: bathroom breaks, taking a note to another teacher/running an errand, etc. that gets him up and moving
3. Noncontingent breaks throughout all subject areas of his day.

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Token System: For every page he reads, he earns a token to earn preferred/desired activity
Positive Reinforcement of desired behaviors
Differential Negative Reinforcement of Alternative Behavior - he is provided a break when he is able to engage in alternative behavior of requesting a break, or asking for help