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Create & Use a Visual Schedule/Token Economy Point Sheet

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Create & Use a Visual Schedule/Token Economy Point Sheet

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Consider incorporating SWPBIS and using a visual schedule/token economy sheet like this example from my school! Visual schedules are great for students with ASD, and this unique format allows students to rate their own behavior (0-1-2) and then have the teacher rate their behavior at the end of class (a great self-monitoring tool). Explicit definitions of what earns a 0, 1, or 2 are found on the back of the sheet. These earned points are tracked and used to purchase items from classroom stores and participate in incentives. We track our three main goals of safety, respect, and participation, along with a rotating fourth goal that is selected based upon data. These sheets are easily adaptable and daily point sheets can be used as well (and are a great option for tier 2 students).

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SWIS is an excellent tool for tracking and examining data! Here is an example of our referrals by problem behavior from a recent Tier 3 meeting. The data is synthesized into an easy to read graph. We then use this data to determine our rotating fourth goal (for example "Be where you need to be" for skipping). We also look at things like during what time of day or where referrals are occurring (gym, outside, art, hallway) so we can make adjustments to the environment or our routines or activities as a preventative measure. It is an incredibly useful tool. When 80% of the school reaches our fourth goal, the students earn a school-wide incentive.

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Create an Effective Behavioral Referral Process & Explicitly Teach Its Use to Staff

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Create an Effective Behavioral Referral Process & Explicitly Teach Its Use to Staff

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Create an effective behavioral referral process and explicitly teach its use to staff. You can even streamline the process by using Google Forms instead of paper forms (we made this change recently and it is wonderful). Make sure to include the perceived motivation, interventions used, consequences, administrative actions, and incident notes. Also, make sure that the problem behaviors are defined and REVISIT this document frequently as a Tier 3 team to update definitions as necessary. Record and track this data (we used SWIS ^), and use it to make informed decisions that are backed by data!

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We can't assume that the students with ID/DD will just know how to behave in different situations! Due to cognitive differences in joint attention, they often miss a lot of the social cues that neurotypical children pick up on at an early age. Students with ASD, in particular, have a difficult time "reading the room," judging personal space, etc. Because of this, it is integral that we explicitly teach and model appropriate behaviors across different settings. Above is a lesson plan that we recently used to introduce and teach our new fourth goal - "I'll keep my hands, feet, and objects to myself."

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Howl keep my body and belongings to myself

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Create an Effective Tier 2 Referral Process & Explicitly Teach Its Use to Staff

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Create an Effective Tier 2 Referral Process & Explicitly Teach Its Use to Staff

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Create an effective Tier 2 referral process and explicitly teach its use to staff. Meet as a Tier 2 team to review referrals and ensure that universal interventions have been exhausted. If a student is recommended for Tier 2 placement, their team should then meet and discuss possible interventions like skill groups, mentoring, enhanced check-in/check-out, and brief behavior plans. Data should continue to be collected and monitored in order to evaluate the effectiveness of the intervention(s).

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Post Explicit Behavioral Expectations (Create a Matrix)

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Post Explicit Behavioral Expectations (Create a Matrix)

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Post definitions for behavioral expectations throughout the school. Visual cues are really helpful for students with ID/DD, including those with ASD. As a Tier 3 team, create behavioral matrices like the one above that explicitly list how to be safe, respectful, and participate appropriately across multiple environments. Teach and model these behaviors using lesson plans like the one above; review throughout the year. Work in systems like the visual schedule/token economy point sheet above in order to teach students self-monitor and reinforce positive behavior.

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Create a break area for every classroom and teach and model how to use it at the beginning of the year. This will help cut down on disruptive behaviors and eloping. Involve the students in the setting up of the area and ask them what items they would like to have available to them. Above is my "Howl Chill Den." Available are a number of sensory toys/activities, books and coloring sheets, and noise-cancelling headphones. The desk is purposefully tucked in a nook at the back of the room away from other students so that the student can take space if they are feeling frustrated or overstimulated.

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Consider using a student incentive survey at the beginning of the year! This will hep you determine what reinforcers will be most successful for your individual students. Trust me, it will increase buy-in BIG TIME. Make sure to include a wide variety of options (food, tactile/sensory, social). If you have ASD students, incorporating sensory items and items related to obsessive interests can be highly motivating. This year, I have sold a lot of Squishmallows and slime-making kits. If you practice SWPBIS, survey them about school-wide incentives as well! You'll be surprised by the awesome and creative ideas that you get!

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In addition to school-wide token economy systems and incentives, develop classroom incentives based upon the needs of your specific classes. At the beginning of the year, we were having some issues with unkind behaviors, particularly poor sportsmanship when playing games. I presented to the students that when they earned 50 kindness stickers, they would earn a pizza party/movie day (letting them choose the movie, of course). We saw a marked decrease in disrespectful behaviors as the students worked towards and eventually earned this reward. Reinforcement works!

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In addition to school-wide and classroom incentives, develop individual incentives based upon the needs of individual students. One of my students with ASD had been struggling with personal space, hugging (and sometimes picking up) staff and students when excited. His one-to-one and I developed a plan to track and then reward a "hands to self" goal using one of his obsessive interests - scents (specifically, a body of Bath and Body Works "Ocean" lotion). We saw a marked decrease in his invasion of other's personal space. He earned his reward and we increased the target goal. Once again, reinforcement works!