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In her high school English classroom, Rebecca Alber often repeated instructions over and over again. Focused on "honing the more measurable literacy skills-reading, writing, and speaking," she found the important work of holding kids accountable for skills like paying attention to directions less pressing.

But when students grow accustomed to "hearing instructions twice, three times, and even four times, listening the first time around becomes unnecessary," writes Alber, now an instructor at UCLA's Graduate School of Education.

Even when teachers feel that they've delivered clear, concise instructions-and that students have absorbed and processed the details-the outcome can be frustrating. "As you peered into the crowd, youngsters nodded with assurance, giving you overall satisfaction. They definitely got it!" writes Daniel Vollrath, a high school special education teacher. "A minute later the question gets asked, 'What do we need to do again?'"

We dug into our archives to line up six smart teacher-sourced strategies designed to cut down on the need to repeat instructions and shore up what Vollrath describes as students' ability to "listen with understanding."

Repeat After Me

To get students listening more closely the first time, "ask a couple of students to re-explain the instructions to the class," suggests educator Connie Radbourne. "They never know who I will ask! It helps them to listen closely."

For a slightly more involved variation, ask students to turn and repeat the directions to a partner, then ask a volunteer to repeat the directions to the entire class. "This process takes less than a minute but allows additional time for auditory processing and repetition for any students who may need it," notes Gina DiTullio, a principal in Rochester, New York.

Check for Clarity

Especially in written work, it's important to pressure-test your instructions. "One of the most important-yet initially harsh-seeming-pieces of advice my principal gave me was this: If multiple students aren't following the directions, it most likely isn't their fault, it's yours," writes educator Rachel Fuhrman.

To reduce cognitive load and make his written instructions as clear as possible, science teacher Ian Kelleher points to a number of research-backed principles:

Number steps and use bullet points.

Use subheadings to chunk instructions for easier reading.

Be consistent in formatting throughout the year.

Avoid visual clutter; be deliberate about adding images, quotes, or links.

Consider font size and readability.

A 2019 study found that highly effective teachers regularly check in with their students to make sure instructions are clear. Doing so in the moment is ideal, but you can also give a quick survey about lesson clarity after a unit or lesson-informing how you deliver instructions on future assignments.

Offer Several Formats

Because she knows her students are prone to quickly forgetting her instructions, teacher Audra Lynam delivers them in several ways. "I give them the schedule for the day with explicit directions," Lynam writes. "I give directions for transitions verbally, and I also write the schedule on the board."

In the higher grades, a centralized hub for all assignments and instructions can help support directions delivered in class. A running hyperdoc, for example, with updated instructions andlinks to relevant materials for allrecent assignments, is especially helpful when students missclass, writes educator Misti Gil. Likewise, if you have a learning management system, make sure students know where and how to access instructions and materials, writes Kelleher.

Display Key Expectations

Posting crisp, concise visuals targeted at precise tasks, routines, or transitions can help clarify expectations and cut down on the need to repeat instructions.

In the early grades, for example, a red, green, and yellow color wheel-a circular chart with a rotating arrow at the center-can help set expectations for the room. When the wheel's arrow points at green, students are free to talk quietly and move about within designated areas. Yellow is for more structured discussions, when students must raise their hands to speak or move around. Red is for transitions, indicating that students should stop what they're doing and listen attentively to the teacher. In a 2023 study, researchers found that first-grade teachers tended to repeat their instructions about once per minute. But when the color wheel was introduced, that dropped to around once every five minutes-a much less frantic pace.

Using your class walls to post clear guidelines around typical tasks-like flexible seating rules or grade-level writing conventions-can "continually ground students in the classroom expectations," Fuhrman writes. In her elementary class, teacher Kari Stewart has a poster displaying the full range of sound levels-"mime school," "movie theater voice," "library voice," "restaurant voice," and more-and she helps students understand which level is appropriate for any given activity.

Have Students Model It

When laying out a set of steps, peer examples can help make instructions more vivid-and uniquely memorable for students. "Assign selected students to model the procedures that you've described, such as the right way and wrong way to organize their class groups during collaborative work time," suggests neurologist Judy Willis. Likewise, in the early grades, occupational therapist Lauren Brukner recommends appointing a "transition leader" who can "model functional transition skills for their peers," like calmly cleaning up from one task in preparation for the next.

Narrating as students model classroom routines can be especially compelling, helping students commit expectations to memory, education researchers note in a 2008 article for the National Association for the Education of Young Children. As a student washes their hands, for example, the early-grade teacher might say, "Let's watch Noel at the sink. First, she turns the handles a bit. What does she need next? That's right, soap!"

Make It a Challenge

The instinct to immediately step in when students struggle, or feel confused, runs deep in many teachers. "When we sense discomfort in our classrooms, we can be quick to explain and provide steps to follow," writes instructional coach Shannon McGrath. "But removing the struggle for students also removes the cognitive heavy lifting that leads to deep learning and understanding."

After a short mini-lesson, for example, challenge students to turn and discuss work-related questions with a peer rather than asking the teacher for instructions, McGrath writes. Students might be surprised by how much they've absorbed. Or consider occasionally designating the first five minutes of a classroom activity as a period where students must attempt the work without talking or asking questions; an educator on our X feed notes that the exercise "builds autonomy and gives students a chance to rely on themselves before others."

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These teacher-tested approaches-from visual aids to peer modeling-help students comprehend and retain instructions the first time.

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Fist-to-five, hand-raising, thumbs-up/down.

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Demonstrates Fist-to-Five, Thumbs-up/down, hand rasing, forced-choice 1-4, tracking on page.

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Free Online Resources for Students | Tech Tool Library

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Looking for Free Online Resources for students? We are bringing together straightforward accessibility information for the digital educational products educators trust to use in classrooms.

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Kansas Technical Assistance Network- Prompting 

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Kansas Technical Assistance Network- Prompting 

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Definition

Prompting is a means to induce an individual with added stimuli (prompts) to perform a desired behavior. Prompting is provided when an ordinary antecedent is ineffective,

and is extensively used in behavior shaping and skill acquisition. It provides learners with assistance to increase the probability that a desired behavior will occur. Successful performance of a desired behavior elicits positive reinforcement, therefore reinforcing learning. A prompt is like a cue or support to encourage a desired behavior that otherwise does not occur.

How to Use

Prompts vary from most to least intrusive. Prompting should be faded to avoid prompt dependency.

Steps in Prompting

Identify the least intrusive prompt. Choose a prompt that is necessary for a correct response to occur.

Give differential reinforcement. After a correct response, give appropriate reinforcement that is equivalent to the level of performance independency.

Fade prompt. After the child masters a skill, gradually move prompt away or replace with least intrusive prompt.

When to Use

Prompting can be used effectively with children and youth with ASD, regardless of cognitive level and/or expressive communicative abilities across the age range. The evidence base shows that prompting is an effective intervention for learners with ASD ranging from 3 to 22 years of age.

Prompting can be used in home, school, and community settings to teach new skills, and avoid frustration and errors in responding.

Variations

Prompts are often categorized into a hierarchy from most intrusive to least intrusive.

Types of prompts (from most intrusive to least intrusive), their descriptions, and examples are as follows:

Full physical assistance. The teacher uses "hand-over-hand" support to aid the child in completing a task (e.g., when teaching the child to pick up a cup, the teacher takes the child's hand and guides him to pick it up).

Partial physical assistance. The teacher provides partial physical assistance to help the child complete a task (e.g., when teaching the child to pick up the cup, the teacher guides the child's hand to the cup by tapping his elbow).

Full model. The teacher models the desired behavior (e.g., when teaching the child how to clap, the teacher claps while telling the child to clap).

Partial model. The teacher models only part of the desired behavior (e.g., when teaching the child how to clap, the teacher puts his hands in front of himself, but does not actually clap).

Full verbal prompts. The teacher verbally models the desired behavior (e.g., when teaching the child to expressively label "car," the teacher asks, "What is it? Say car.").

Partial verbal model. The teacher verbally models only part of the desired behavior (e.g., when teaching the child to expressively label "car," the teacher asks, "What is it? Say c__").

Gestural prompt. The teacher utilizes a physical gesture to encourage the desired behavior (e.g., when teaching the function of an object, the teacher says, "What do you drink with?" while holding his hand to his mouth shaping it like a cup).

Positional prompt. The teacher places the target item in a location that is closer to the child (e.g., when teaching the child to label "toy," the teacher places the toy closest to the child).

Time-delay or prompt-delay techniques (Walker, 2008). This instructional procedure is proven to be effective, especially for children with AU. When teaching a novel task, time delay is used to transfer the stimulus control from a controlling prompt to a natural prompt by placing varying amounts of time between a controlling prompt and a natural prompt. Given different lengths of time delay, time delay strategies are categorized into constant time delay (CTD) and progressive time delay (PTD). CTD indicates that there is a standard time delay whereas PTD has a graduated delay. The procedures of time delay strategy begin with a zero-second (0-s) delay trial, meaning the controlling prompt is presented with task instruction at the same time without any delay in between. Gradually, to fade the prompt, time delay is increased between the natural prompt (task direction) and the controlling prompt.

Not all prompts in the hierarchy need to be used when teaching a skill. Prompts should be chosen based on which ones are most effective for a particular child. Prompts should be faded systematically and as quickly as possible to avoid prompt dependency. Overall, the goal of using prompts is to help the child independently perform the desired behavior.

Downloads

Implementation Checklist
http://www.teachervision.fen.com/autism/teaching-methods/8201.html
Resource List

Antecedent Prompting for Children with Autism:

This TeacherVision® article presents information on using prompting in the classroom. Autism Internet Modules: Prompting: http://www.autisminternetmodules.org/

National Professional Development Center on Autism Spectrum Disorders. Evidence-Based Practice Brief: Prompting: http://autismpdc.fpg.unc.edu/content/prompting

Evidence-Base Practice Brief contains an overview, step-by-step directions for implementation, an implementation checklist and the evidence base for the intervention.

What Is Prompting? http://www.autismtreatment.info/What+Is+Prompting.aspx

This article answers the basic question in a clear, well-written manner.

Examples

Josh was learning to match objects with names. The teacher started with verbal and gestural prompts. She said, "It is time for drawing, and we need some crayons to draw with." She looked at the crayons on the table and pointed at them, saying, "These are crayons." Then she pointed at the crayons and asked Josh, "What are these?" After Josh responded "Crayons," the teacher nodded her head and said, "These are crayons! Good job, Josh!"

To fade prompts, the teacher gradually moved from verbal and gestural prompts to only positional prompts. For example, the next time the teacher placed the crayons on the table near Josh, she said, "We need some crayons to draw with. Josh, show me the crayons." Josh pointed to the crayons correctly and received a point on his token board.

Summary (for parents, administrators, direct service providers, etc.)

Prompting is used to increase desired behaviors and skill acquisition. When delivering prompts, the instructor should be mindful of the student's learning level and fading considerations. Reinforcement should occur after a correct response and should be contingent upon the level of performance independence desired.

Research

1.Bennett, K. D., Gutierrez, A., &Honsberger, T. (2013). A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with Autism. Research in Autism Spectrum Disorders, 7(10), 1273-1281.

This study included four high school students with ASD and compared video prompting with and without voiceover directions for completing office tasks (making copies, making labels and labeling items, and sending a fax). While there was no difference in task performance

2.Burke, R., Allen, K., Howard, M., Downey, D., Matz, M., & Bowen, S. (2013). Tablet-based video modeling and prompting in the workplace for individuals with autism. Journal of Vocational Rehabilitation, 38(1), 1-14.

In this study, four young adults with ASD were trained in a typical job training program to complete a 104-step process for shipping a package. Baseline data were taken after training. Then, a video prompting/modeling intervention was put into place that showed the participant completing each step of the process and included a checklist. All participants showed increases in accuracy. Three out of four met mastery criteria during the intervention. However, no maintenance data were collected.

3.Gardner, S., & Wolfe, P. (2013). Use of video modeling and video prompting interventions for teaching daily living skills to individuals with autism spectrum disorders: A review. Research & Practice for Persons with Severe Disabilities, 38(2), 73-87.

This systematic review included 13 studies and 38 participants with autism and other co-occurring diagnosis. Video prompting was shown in all cases to increase accuracy of responding and that considerations for implementing a video prompting intervention are as follows: efficacy of point of view (the student or an instructor), planning for fading video prompts, possible voiceovers to videos, verbal or other prompting for student during video, using feedback/reinforcement during the completion of steps after video prompting among others.

4.Johnson, J., Blood, E., Freeman, A., & Simmons, K. (2013). Evaluating the effectiveness of teacher-implemented video prompting on an iPod touch to teach food-preparation skills to high school students with autism spectrum disorders. Focus on Autism & Other Developmental Disabilities, 28(3), 147-158.

In this study, two students with ASD in high school were taught to complete food-preparation steps in their Special Education classroom using an iPod Touch with video prompting. Both students increased their independent task completion and the teacher found it to be a practical, effective and efficient strategy for teaching these skills.

5.Mechling, L. C., Ayres, K. M., Foster, A. L., & Bryant, K. J. (2013). Comparing the effects of commercially available and custom-made video prompting for teaching cooking skills to high school students with autism. Remedial and Special Education, 34(6), 371-383.

In this study, a commercially-available and a custom-made video prompting procedure were compared to see which was more effective at teaching four high school students with ASD to complete cooking tasks in their Special Education classroom. For all participants, accuracy increased using both videos. However, the custom-made video prompt sessions had students completing more steps independently and correctly.

6.Shrestha, A., Anderson, A., & Moore, D. W. (2013). Using point-of-view video modeling and forward chaining to teach a functional self-help skill to a child with autism. Journal of Behavioral Education, 22(2), 157-167.

In this study, a four-year-old boy with ASD was taught using video prompting and forward chaining to serve himself a snack. He mastered this task, but the effects did not generalize to other snacks.

7.Yakubova, G., & Taber-Doughty, T. (2013). Effects of video modeling and verbal prompting on social skills embedded within a purchasing activity for students with autism. Journal of Special Education Technology, 28(1), 35-47.

Three middle school students with ASD were taught to complete purchasing tasks at a grocery store using verbal prompting and video modeling. All students met mastery criteria at the first grocery store, one student generalized to another grocery store and two others showed variable generalization.

8.Yanardag, M., Akmanoglu, N., &Yilmaz, I. (2013). The effectiveness of video prompting on teaching aquatic play skills for children with autism. Disability and Rehabilitation: An International, Multidisciplinary Journal, 35(1), 47-56.

Three children with ASD were taught three aquatic play skills using video prompting/modeling. All three students increased levels of the targeted aquatic play skills and increased their overall motor performance scores.

9.Bereznak, S., Ayres, K. M., Mechling, L. C., & Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental And Physical Disabilities, 24(3), 269-285.

Video prompting using an iPhone was used to teach vocational and daily living skills (washing clothes, making copies and making noodles) to three students with ASD in high school Special Education setting. All three students showed increased percentage of independently completed correct steps. Two students were able to teach themselves two of the tasks independently with the video prompting.

10.Carp, C. L., Peterson, S. P., Arkel, A. J., Petursdottir, A. I., &Ingvarsson, E. T. (2012). A Further evaluation of picture prompts during auditory-visual conditional discrimination training. Journal of Applied Behavior Analysis, 45(4), 737-751.

Two children with ASD were taught auditory-visual conditional discrimination using picture prompts embedded in a least-to-most prompting sequence. Both students showed enhanced acquisition on tasks, but tacting (labeling) was not improved.

11.Fentress, G. M., &Lerman, D. C. (2012). A Comparison of two prompting procedures for teaching basic skills to children with autism. Research in Autism Spectrum Disorders, 6(3), 1083-1090.

This study compared two types of prompting methods (Most-to-least and no-no-prompting) with four children with autism. The NNP method sessions had faster acquisition, but most-to-least sessions resulted in fewer errors and higher performance during 1- and 2-week maintenance probes for three of the four participants.

12.Hume, K., Plavnick, J., & Odom, S. (2012). Promoting task accuracy and independence in students with autism across educational setting through the use of individual work systems. Journal of Autism and Developmental Disorders, 42(10), 2084-2099.

This research assessed the impact of an individual work system on the accuracy of task completion and level of adult prompting across educational setting. Student accuracy and adult prompting were measured in both special and general education settings during academic work periods. Work systems, an element of structured teaching developed by Division TEACCH, are organized sets of visual information that inform a student about participation in work areas. A multiple-probe-across-participants design was used to evaluate the effects of the individual work systems. All participants demonstrated increased accuracy yet required less adult support across special and general education settings. Results were maintained when measured during a 1-month follow-up probe.

13.Knox, M., Rue, H. C., Wildenger, L., Lamb, K., & Luiselli, J. K. (2012). Intervention for food selectivity in a specialized school setting: Teacher implemented prompting, reinforcement, and demand fading for an adolescent student with autism. Education and Treatment of Children, 35(3), 407-417.

Food selectivity is a common problem among children and youth who have intellectual and developmental disabilities or autism spectrum disorders. Whereas most intervention research has been conducted under simulated conditions in clinic and hospital settings, this study evaluated teacher implemented procedures at a specialized school. The participant was an adolescent girl who had autism, chronic food selectivity, and disruptive mealtime behavior. Before intervention, she ate a restrictive diet comprised primarily of "crunchy" foods. During intervention, teachers applied paced-prompting, differential positive reinforcement, and demand fading to gradually increase the quantity of novel foods the girl consumed. Her improved consumption maintained seven-months post-intervention. We discuss elements of the intervention plan and a focus on natural-setting feeding research.

14.Kodak, T., Fuchtman, R., & Paden, A. (2012). A comparison of intra verbal training procedures for children with autism. Journal of Applied Behavior Analysis, 45(1), 155-160.

This study compared the effectiveness of three training procedures, echoic and tact prompting plus error correction and a cues-pause-point (CPP) procedure, for increasing intraverbals in two children with autism. The study also measured echoic behavior that may have interfered with appropriate question answering. Results indicated that echoic prompting with error correction was most effective and the CPP procedure was least effective for increasing intraverbals and decreasing echoic behavior.

15.Marion, C., Martin, G. L., Yu, C. T., Buhler, C., Kerr, D., &Claeys, A. (2012). Teaching children with autism spectrum disorder to mand for Information using "Which?" Journal of Applied Behavior Analysis, 45(4), 865-870.

Three children with ASD were taught to mand for information about an item using "which" during in-home treatment sessions. All three children learned this mand and maintained this skill over time and generalized this skill to other locations and situations.

16.Marion, C., Martin, G., Yu, C. C., Buhler, C., & Kerr, D. (2012). Teaching children with Autism Spectrum Disorder to mand 'where?'. Journal of Behavioral Education, 21(4), 273-294.

A modified multiple-baseline design across participants was used to evaluate a procedure for teaching the mand 'Where?' to three children with autism. The participants were 3- and 5-year-olds and were participating in an intensive applied behavior analysis program. The participants were able to mand for items they wanted when the items were not in sight but were unable to ask where an item was located. The procedure consisted of a preference assessment for play activities, contrived conditioned motivating operations (CMO's), prompting the children to mand 'Where,' and consequences for correct and incorrect responding. Each contrived CMO consisted of an opportunity for the child to mand 'Where' while playing with a selected activity, prompting the child to mand, and reinforcing a correct response by answering the question 'Where.' Two of the participants learned to mand 'Where' after training with one CMO and the mand generalized to novel contrived situations, activities, and the natural environment and was maintained over time (up to 4-weeks), whereas one participant required training with a second CMO before generalization occurred.

17.Mims, P. J., Hudson, M. E., & Browder, D. M. (2012). Using read-alouds of grade-level biographies and systematic prompting to promote comprehension for students with moderate and severe developmental disabilities. Focus on Autism and Other Developmental Disabilities, 27(2), 67-80.

The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering "Wh" questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding two weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed.

18.Odluyurt, S., Tekin-Iftar, E., &Adalioglu, I. (2012). Does treatment integrity matter in promoting learning among children with developmental disabilities? Topics In Early Childhood Special Education, 32(3), 143-150.

The purpose of this study was to compare the effects of simultaneous prompting instruction with high and low treatment integrity on the learning of children with developmental disabilities. Low treatment integrity was defined as not delivering a controlling prompt during 30% of the teaching trials. Three preschool children with autism and intellectual disabilities were taught to identify objects and professions in the study. An adapted alternating treatments design was used to compare the effectiveness and efficiency of simultaneous prompting instruction conducted with high versus low treatment integrity. The results showed that both conditions were effective in promoting learning. However, consistent data were not obtained for efficiency measures across children.

19.Pennington, R. C., Stenhoff, D. M., Gibson, J., &Ballou, K. (2012). Using simultaneous prompting to teach computer-based story writing to a student with autism. Education and Treatment of Children, 35(3), 389-406.

The purpose of this study was to evaluate the effects simultaneous prompting and computer-assisted instruction on story writing responses of a 7-year-old male with autism. Data indicated that the intervention was effective in teaching the participant to construct stories related to three different topics. Additionally, the student maintained responding at 2 and 4 weeks following intervention and increased responding across different topographies (i.e., handwriting, vocal).

20.Valentino, A., Shillingsburg, A.M., Call, N.A. (2012). Comparing the effects of echoic prompts and echoic prompts plus modeled prompts on intraverbal behavior. Journal of Applied Behavior Analysis, 45, 431-435.

This study compared strategies to teach vocal intraverbal responses to an adolescent diagnosed with autism and Down syndrome. One strategy involved echoic prompts only. The second strategy involved an echoic prompt paired with a modeled prompt in the form of sign language. Presenting the modeled prompt with the echoic prompt resulted in faster acquisition of correct responding.

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Prompting DefinitionPrompting is a means to induce an individual with added stimuli (prompts) to perform a desired behavior. Prompting is provided when an ordinary antecedent is ineffective, and is extensively used in behavior shaping and skill acquisition. It provides learners with assistance to increase the probability that a desired behavior will occur.

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The Importance of Non-verbal Cues as Told by F-R-I-E-N-D-S

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The Importance of Non-verbal Cues as Told by F-R-I-E-N-D-S

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The Importance of Nonverbal Cues as told by "Friends"

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Verbal Prompting: 
Classroom Management Call-Back Hooks

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Verbal Prompting: 
Classroom Management Call-Back Hooks

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Classroom Management Call-Back Hooks

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Some of my attention getters for my 4th graders #teacherlife #teachers #classroom

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Nonverbal Signals: An Evidence-Based Behavior Strategy

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Nonverbal Signals: An Evidence-Based Behavior Strategy

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Nonverbal Signals: An Evidence-Based Behavior Strategy

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Using nonverbal signals — also called silent signals — is an effective way to foster communication while limiting interruptions during instruction. Learn how to use this strategy and why it works, and see it in action.

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Sign Language • ASL Dictionary | Handspeak®

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Look up ASL words in the leading sign language dictionary online with videos, meanings, sentences, and productions of the ASL signs by authentic, fluent signers.

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Reading Rockets: Precorrecting and Prompting

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Reading Rockets: Precorrecting and Prompting

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Pre-Correcting and Prompting: An Evidence-Based Behavior Strategy

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Pre-correcting and prompting remind students of behavior expectations before potential behavior problems occur. Learn how to use this behavior strategy in your classroom, using gestures, visual or verbal cues and supports, or modeling.

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Prompting is an instructional strategy to guide a learner's behavior. It can help a student learn a new skill or engage in a desired goal behavior.
Prompting examples include the teacher making a verbal comment, displaying a gesture, modeling, or using a visual prompt such as pointing to a photograph or video.

Sometimes a child may need a stronger form of assistance; other types of prompts include a partial physical or full physical prompt:

A partial physical prompt involves the teacher using their hands to adjust or guide the student's behavior in the right direction.

A full physical prompt involves the teacher using their hands to completely control the movements of the student through the entire sequence of the target behavior.

Prompting is often used in Applied Behavior Analysis (ABA) to assist children with learning difficulties in acquiring target behavior.

Prompting Examples

The below examples of prompting are split into three types of prompting:

Verbal Prompts: These include all the ways a teacher, guide, or parent stimulates thinking through verbal communication.

Nonverbal Prompts: These include nonverbal prompts that often involve the educator using their hands or body language as a guide for learners.

Model Prompts: This involves using ideal models as something for the learner to look at and aspire toward, such as having a model picture as a stimulus when painting your own picture.

Verbal Prompt Examples

1. Verbal instructions: This involves giving clear, structured, step-by-step verbal instructions that will help to guide the student through the task. For example, if teaching someone to make a sandwich, the instructor might say "First, take two slices of bread and place them on a plate." (see also: verbal communication).

2. Verbal cues: Verbal cues are less structured than verbal instructions. They are used as just-in-time instructional scaffolding to move the student in the right direction. For example, if coaching someone on how to perform a certain dance move, the coach might say "Don't forget to step to the right before you turn."

3. Verbal praise: Praise is a form of prompting because it lets people know they are on the right track and encourages them to keep going. Positive feedback encourages and reinforces desired behaviors. For example, if a child puts away their toys, the parent might say "Great job! You put your toys away all by yourself! Let's go get some ice cream!"

4. Open-Ended Questioning: Open-ended questions are some of the most effective prompts. They require people to answer questions with full sentences rather than just "yes" or "no". This helps them to verbalize their thoughts and get through mental blocks.

5. Higher-Order Questioning: These are guiding questions that try to direct students' attention to higher-level understanding, such as pointing them toward analytical questions, evaluations, and critical thinking.

6. Verbal redirection: Using verbal cues to redirect the individual's attention or behavior to a more appropriate activity or task. For example, if a child is playing with their toys instead of doing their homework, the parent might say "Remember, it's time to do your homework now."

7. Verbal modeling: Providing verbal descriptions of how to perform a task or activity while demonstrating it at the same time. For example, if teaching someone how to do a certain yoga pose, the instructor might say "Extend your arms out in front of you, and then slowly lower your torso towards the ground."

Nonverbal Prompting Examples

1. Pointing: Pointing is literally what it sounds like. It involves directing the student's attention towards something by pointing at it. This can help direct their attention and get them through a cognitive block. For example, if a student chef is trying to thing about what ingredient to include, the master chef can point in the direction of the spices to get them thinking about which spice should be included.

2. Hand-over-hand guidance: Often used with young children when performing fine motor skills or writing task, this involves physically guiding the individual's hands through the steps of a task or activity. For example, if teaching someone how to use scissors, the instructor might place their hands over the individual's hands and guide them through the cutting motion.

3. Facial expressions: Even facial expressions can be a prompt. A teacher might raise one eyebrow to show the student just made a mistake, or give a wink and a smile to silently let them know they're on the right track and should keep going.

4. Physical redirection: This involves the use of physical cues to redirect people's attention away from something that's distracting (or in the wrong direction) and toward a more productive line of inquiry. For example, if a student is struggling with comprehending a reading task, the teacher might point away from the text and toward the pictures to see if that helps them comprehend better.

5. Visual Prompts: Using visual aids such as pictures, symbols, or written instructions to prompt the individual. For example, if teaching a child to follow a routine, the adult may use a picture schedule to visually guide the child through the steps of the routine.

6. Written cues: Written cues can be strategically placed around the place for students to look to when they're stuck. For example, if coaching someone on how to perform a certain dance move, the coach might provide written cues on the floor to remind the individual of the specific steps involved.

Model Prompting Examples

1. Imitation: Teachers can demonstrate a task, then ask for the students to imitate that task. For example, if teaching a child how to say "please," the adult might say "please" and encourage the child to repeat it.

2. Modeled Instruction: A more complete version of model prompting, this involves the teacher moving from demonstrating a task, to doing the task with the class as a group, then having the students do the task individually. The initial model is the key prompt, but throughout the subsequent steps, the teacher continues to use prompting strategies such as verbal cues.

3. Role-playing: This involves demonstrating to the learner how to handle a specific situation or scenario by putting yourself in the shoes of the characters in the scenario and acting it out. For example, if teaching someone how to handle conflict in a workplace, the instructor might role-play a scenario where two colleagues have a disagreement.

4. This involves breaking down a complex task or activity into smaller steps or 'chains' in a process. Then, you model each step in sequence. For example, if teaching someone how to tie their shoes, the instructor might first demonstrate how to make the loop, then how to tie the knot, and so on (see also: chunking).

5. Spaced interval schedules: Across spaced intervals (either fixed or randomized), the teacher asks the student a question or poses a challenge that addresses a key piece of knowledge. This return to a challenge over and over again acts as a prompt that helps to ensure the information isn't forgotten over time.

Improve your Promts with Prompting Hierarchies
The term 'prompting hierarchy' refers to the process of using a stage-based approach to applying prompts based upon students' learning and development.
It may involve a series of prompts or cues provided in a specific sequence, such as in the guided practice model, or separating reinforcements across time using spaced repetition (eg: fixed interval schedules).

Generally, the educator starts with the most intrusive or direct prompts and gradually reduces the level of assistance until the individual is able to complete the task independently. This is based on the sociocultural learning theory's model of scaffolding (see: scaffolding examples)

Some examples of prompting hierarchies include:

1. Prompt Fading: This involves gradually reducing the level of assistance until the student is able to complete the task independently. For example, a parent might start with one-to-one work with the student for each question on a test. Then, the next time, they check-in on one in every five questions, then finally, they let the student take the test alone and grade it at the end.

2. Most-to-Least Prompts: This version of prompt fading involves starting with the most intrusive or direct prompt and gradually reducing the level of assistance until the student is able to complete the task independently. For example, when preparing for school, a parent starts out with getting their child to go through a checklist of preparation tasks each day (get dressed, brush teeth, etc.). Then, over time, they fade to just asking the key tasks, then finally, the child does all tasks without prompting.

3. Least-to-Most Prompts: This involves starting with the least intrusive prompt and gradually increasing the level of assistance if required. This model gives the most freedom and leeway to the learner to encourage their own creativity, but provides additional differentiated interventions for those students who need them.

4. Time Delay Prompts: This involves introducing a delay between the initial request or instruction and the prompt to allow the individual time to think through the task without interference. For example, if asking a child how to say "Hello" in Spanish, the adult may wait a few seconds to let the child think, before providing a prompt to help them.

Case Studies of Prompting in Education

1. Visual Prompts for Autistic Individuals
For those that suffer from autism, the world can be overwhelming because of the number of stimuli present at any one time. For this reason, it is helpful for teachers and parents to reduce stimulus overload and simplify tasks as much as possible.
This is one reason that using visual prompts are so effective. A picture that is simple reduces the number of distracting elements and allows for the autistic individual to more easily process the key concept.

Similarly, it is also helpful to break a routine such as getting dressed, or eating a meal, down to its most basic steps.

As shown in this video, a child uses a specially designed apparatus to help them communicate their needs during a meal. The child can simply press on the picture card that indicates what they want, and the machine will play an audio that matches that picture card.

The video also shows several other types of visual prompts that help autistic individuals make sense of the world around them and function more easily.

2. Visual Prompts for Remote Instruction
Remote instruction is becoming increasingly popular. As technology makes online platforms more interactive and user-friendly, this form of learning will continue to grow.
Even though remote learning is very convenient, there are a number of serious obstacles. Putting the technical aspects aside, the biggest challenge is keeping students on-task.

When students are at home there are just too many distractions that compete with the teacher's efforts. A lot of times, the teacher is going to lose that contest.

However, there are some things teachers can do to help maintain student focus.

For example, this online teacher has created several visual prompts that will help get students back on-task.

These prompts are simple to create, and silly enough to capture the interest of younger students.

Conclusion

Prompting is a technique in ABA designed to help children acquire a target behavior. It is often used with children that have learning difficulties, but the techniques also works with other learner profiles.

A prompt is a stimulus or action that steers the student's behavior towards the target.

Prompts can be verbal, gestural, or involve making gentle physical contact with the child.

Teachers rely on a prompt hierarchy to identify the level of prompt that is appropriate for a particular child. At the top of the hierarchy are prompts that are the least directive, such as a making a verbal comment or slight gesture.

If necessary, a teacher will apply a prompt further down the hierarchy that provides greater assistance. This can involve gently nudging their arm or hand, or a hand-over-hand maneuver that positions the child's hand where it needs to be to complete the task.

As the child's behavior progresses, the teacher should implement fading so that they provide less and less assistance. Eventually, the child will be able to perform the target behavior completely independently.

References

Brown, A., & Cariveau, T. (2022). A systematic review of simultaneous prompting and prompt delay procedures. Journal of Behavioral Education, 1-22.

Cihak, D., Alberto, P. A., Taber-Doughty, T., & Gama, R. I. (2006). A comparison of static picture prompting and video prompting simulation strategies using group instructional procedures. Focus on Autism and Other Developmental Disabilities, 21(2), 89-99.

McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center.

Morse, T. E., & Schuster, J. W. (2004). Simultaneous prompting: A review of the literature. Education and Training in Developmental Disabilities, 153-168.

Sam, A., & AFIRM Team. (2015). Prompting. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/prompting

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Dave Cornell (PhD) and Peer Reviewed by Chris Drew (PhD)

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Prompting is an instructional strategy to guide a learner's behavior. It can help a student learn a new skill or engage in a desired goal behavior.

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Champs: A proactive and positive approach to classroom management (2nd ed.). Ancora Publishing. 

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Champs: A proactive and positive approach to classroom management (2nd ed.). Ancora Publishing. 

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Educators discover practical strategies to motivate students to engage in responsible behavior, build positive relationships, manage their work, understand acceptable uses of electronic devices in the classroom, and engage with instruction.

For students who struggle in school related to experiences of trauma, poverty, systemic racism, generational difficulties with the school system, or a disability, purely punitive and reactive approaches will not encourage positive behavioral changes. Teachers will learn proactive strategies to structure for success, reduce misbehavior before it happens, focus on positive behavior and student strengths, and use an instructional approach to correct behavioral missteps.

CHAMPS teachers guide students toward a successful school career and increase their chances for success in work and in life.

The research-based CHAMPS approach will help teachers create highly successful classroom management plans that will:

Include high expectations for all students' success

Build positive relationships with students

Create consistent, predictable classroom routines

Teach students how to behave successfully

Observe and monitor student behavior and data

Provide frequent positive feedback

Correct misbehavior in a calm, consistent, and fluent manner

CHAMPS and Discipline the Secondary Classroom are companion processes to improve student behavior within the classroom. CHAMPS is designed for K-8 Classrooms and Discipline in the Secondary Classroom is designed for 9-12 classrooms.
WHAT'S NEW IN THIS EDITION
CHAMPS is organized to more closely follow the STOIC framework as it guides you through assessing your and your students' needs and developing your Classroom Management Plan. New material covers:

How the CHAMPS approach aligns with initiatives such as multi-tiered systems of support for behavior (MTSS-B), social-emotional learning priorities, and trauma-informed practice

Acknowledging and appreciating diversity and improving equity, inclusion, and access by reflecting on existing regularities in discipline planning and identifying better practices that help all students thrive and achieve their full potential

Centering positive relationships at the foundation of your management approach by using strategies to consciously build and maintain relational trust with students and families

The importance of maintaining and communicating high expectations for all students, and strategies for doing so

Procedures for managing partner and cooperative group work and student technology use

Implementing behavior management practices in the virtual learning environment

Click here for more on what's new in this edition of CHAMPS. Click here if you're looking for the second edition of CHAMPS.
TESTIMONIALS

"We have been using . . . the CHAMPS approach in our work for over 10 years. Across our county, we have been delighted to see this approach easily used by staff in districts and schools with favorable academic, behavioral, and social-emotional outcomes, including a decrease in suspensions and expulsions, increased attendance, higher academic achievement, and most importantly, staff and student connectedness."

- Jane Wagmeister, Ed.D., Executive Director of Curriculum and Instruction, Ventura County Office of Education

"This book taught me more about classroom management than any other book I've read-and I've read a lot of them. If you want to create a learner-friendly environment in your classroom, this is the book you need to read."

-Jim Knight, Senior Partner, Instructional Coaching Group

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Educators discover practical strategies to motivate students to engage in responsible behavior, build positive relationships, manage their work, understand acceptable uses of electronic devices in the classroom, and engage with instruction. For students who struggle in school related to experiences of trauma, poverty, systemic racism, generational difficulties with the school system, or a disability, purely punitive and reactive approaches will not encourage positive behavioral changes.

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

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Non Verbal Prompt- Classroom Color Wheel

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Non Verbal Prompt- Classroom Color Wheel

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From Intervention Central

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The posting of classwide rules can help teachers to teach behavioral expectations and prevent problem behaviors (Simonsen et al., 2008). However, a single set of rules lacks flexibility. As students move from large group instruction to cooperative learning groups to less-structured free time (often during the same day and in the same classroom), behavioral expectations shift as well. The teacher who attempts to apply an unchanging set of behavioral rules across so varied a range of activities will be forced to suspend, amend, or ignore certain rules at certain times, creating potential uncertainty and confusion among students (Kirk et al., 2010). For example, the simple rule "To speak, raise hand for teacher permission" is useful in large-group instruction but does not transfer well to discussions in student-led groups.

The Color Wheel is one solution that enforces uniform group expectations for conduct while also responding flexibly to the differing behavioral demands of diverse learning activities. This classwide intervention divides all activities into 3 categories and links each category to a color: green for free time/ low-structure activities; yellow for large- or small-group instruction/independent work; and red for brief transitions between activities. The student learns a short list of behavioral rules for each category and, when given a color cue, can switch quickly from one set of rules to another.

Color Wheel: Steps. Here are the 5 steps to implementing the Color Wheel in the classroom (Fudge et al., 2008; Kirk et al., 2010):

Green Condition: Free Time/Low-Structure Activities

Talk in a quiet voice

Keep hands and feet to self

Comply with directions

Yellow Condition: Large- or Small-Group Instruction/Independent Work

To speak, raise hand for teacher permission

To leave seat, raise hand for teacher permission

Look at the speaker or your work

Comply with directions

Red Condition: Transitions Between Activities

1. Define behavioral expectations for each color. The teacher develops a short list of rules summarizing the behavioral expectations for each of the color levels in the Color Wheel: green (free time/ low-structure activities); yellow (large- or small-group instruction/independent work); and red (transitioning between activities). The table on the right provides a starter-set of appropriate behaviors by color condition that the teacher can edit to match the developmental level of a particular classroom.

2. Create Color rules posters. The teacher next creates posters to be publicly posted for this intervention. The instructor copies the rules for each color level in large, legible script onto posterboard of a matching color (e.g., green color level rules are copied onto green posterboard, etc.). (See Figure 1 below for an example of Color Wheel posters.)

3. Create the Color Wheel. The teacher assembles the Color Wheel, a simple device for alerting students to the current color condition in effect in the classroom. The simplest way to create a Color Wheel is to cut a large disk (12 inches or greater) from white posterboard. The disk is partitioned into thirds with heavy black lines--like a pie divided into 3 slices. Each of the 3 pie-slices is then colored in with one of the green/yellow/red colors. The teacher then affixes a large posterboard arrow in the center of the circle -- using a brad (paper fastener) to allow the arrow to rotate. (See Figure 1 below for an example of a Color Wheel.)

4. Train students in the Color Wheel procedures. The teacher posts the Color Wheel and colored behavior posters in a location visible to all students. The instructor explains the color levels and describes the activities associated with each. Next, the teacher uses the colored posters to review the behavioral expectations associated with each color level. The teacher gives specific descriptions of acceptable behaviors and their boundaries (e.g., "At the red level, when you clear your desks, your materials go into desks, backpacks, and cubbies--you should not stack any materials on the floor."). The teacher next demonstrates the Color Wheel, showing how the arrow indicator will always point to the color condition currently in effect as a guide to which colored rules poster the students will follow.

5. Begin the Color Wheel intervention. The teacher then starts the Color Wheel intervention. To prepare students to adjust quickly to new color conditions, the instructor always gives a 30-second warning when the Color Wheel is about the change. (If students have difficulty with this single reminder, the instructor may want to give both a 2-minute and 30-second warning.) The teacher also regularly praises students for following posted behaviors. For maximum effectiveness, classwide praise should be intermixed with praise to small groups and individuals. Praise should also be 'labeled', clearly describing the behaviors that are praise-worthy (e.g., "This reading group transitioned quickly and quietly to the math lesson. Nice work!").

Figure 1: Sample Color Wheel and Class Posters

Color Wheel: Additional Considerations. Although the Color Wheel system is fairly easy to implement, teachers should be mindful of these recommendations (Fudge, et al., 2008)

1. Keep the Color Wheel 'red' periods short. The red condition of the Color Wheel covers transitions between activities--which should always be brief in duration. Teachers should therefore keep students on the red phase only long enough complete the transition to a new green or yellow activity. Once students are trained to make efficient transitions, 3-5 minutes should be sufficient to move into and out of a red phase.

2. Do not use the 'red' Color Wheel setting as punishment. The behavioral expectations for the red (transitions) Color Wheel condition are the most restrictive, as students need to be seated, quiet, and focused on the teacher to learn the details of the upcoming activity. However, teachers should never set the classroom color condition to red simply to punish students for misbehavior. Linking the red condition with punishment raises the possibility that students will fail to comply with the red behavioral rules because they are seen as punitive rather than necessary to support an effective learning environment.

References

Fudge, D. L., Skinner, C. H., Williams, J. L., Cowden, D., Clark, J., & Bliss, S. L. (2008). Increasing on-task behavior in every student in a second-grade classroom during transitions: Validating the color wheel system. Journal of School Psychology, 46, 575-592.

Kirk, E. R., Becker, J. A., Skinner, C. H., Fearrington, J. Y., McCane-Bowling, S. J., Amburn, C., Luna, E., & Greear, C. (2010). Decreasing inappropriate vocalizations using classwide group contingencies and color wheel procedures: A component analysis. Psychology in the Schools, 47, 931-943.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Evaluation and Treatment of Children, 31(3), 351-380.

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How To: Improve Classroom Management Through Flexible Rules: The Color Wheel

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The posting of classwide rules can help teachers to teach behavioral expectations and prevent problem behaviors (Simonsen et al., 2008). However, a single set of rules lacks flexibility. As students move from large group instruction to cooperative learning groups to less-structured free time (often during the same day and in the same classroom), behavioral expectations shift as well.

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Classwide Contingencies- Marble Reward Jar

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Teacher Toolkit: Marble Jar Reward System

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Classroom Contingency- Digital Good Job Jar

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Classroom Contingency- Digital Good Job Jar

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Here is a digital marble jar that can be used to reinforce positive behavior in the classroom.

This digital marble jar is great for virtual classrooms or for brick-and-mortar classrooms to save space. It is available in both PowerPoint and Google slides format.

In a virtual classroom, simply share your screen during a Zoom or Google Meet session and drag and drop the marbles where they need to go! When the marble jar is full, your class can earn a class reward! I also have Digital Beat the Teacher games and a digital classroom spinner that has several virtual classroom rewards if you are interested!

I am not affiliated or associated with Google, nor do they endorse this resource.

Don't forget to leave feedback! :) TPT offers credits that can be applied to future purchases! To earn credits, simply rate and comment on the product.

This product is for personal use in a single classroom only. No part of this download may be copied, sold, distributed, or edited without the permission of the author. Additional licenses may be purchased from my TPT store. Please do not post this document online; however, feel free to blog or post on social media about the use of this product as long as you credit back to my TPT store with a link.

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Here is a digital marble jar that can be used to reinforce positive behavior in the classroom. This digital marble jar is great for virtual classrooms or for brick-and-mortar classrooms to save space. It is available in both PowerPoint and Google slides format. In a virtual classroom, simply share y...

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Mystery Reward Board Task Cards by BigAppleClassroom | TPT

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Intervention Central

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Description. Teachers often seek techniques to manage classroom behaviors that are both effective and feasible. The Mystery Motivator (MM) is an intervention that rewards students for appropriate behaviors (Moore et al., 1994; Rhode, Jenson, & Reavis, 1992). It includes two elements of uncertainty that give this intervention added power: (1) whether or not MM is in effect on a given day; and (2) what reward will be given when earned. The classwide version of the intervention described here (Kowalewicz & Coffee, 2014) is an interdependent group contingency: that is, all students contribute toward a successful session and rewards are delivered to the entire group.

Preparation: To prepare the Mystery Motivator group intervention, the teacher:

1. calculates a behavior cut-off. Students earn the chance for a Mystery Motivator reward in a session only when the total number or target/problem behaviors falls below an instructor-defined cut-off. The teacher can select any cut-off. However, a good way to determine a reasonable cut-off value is for the instructor to collect baseline data--keeping a tally across 2-3 days of the number of target/problem behaviors observed during the activity when MM is to be scheduled. Then the instructor can cut that baseline figure in half to come up with a realistic initial cut-off. For example, a teacher who intends to use MM during a 40-minute large-group social studies period collects baseline data and finds that, on average, the class displays 12 target/problem behaviors. When MM begins, the teacher sets the cut-off for earning a chance for a MM reward at 6 or fewer problem behaviors. NOTE: As students show success with MM, the teacher will want gradually to lower this cut-off to reflect the improved behaviors.

2. makes a poster of replacement behaviors. The teacher writes the replacement behaviors on a poster visible to all students. Replacement behaviors are phrased in positive terms.

3. formats the Mystery Motivator calendar. The teacher prepares the Mystery Motivator calendar. Using a weekly or monthly calendar format, the instructor randomly selects 60 percent of the instructional days as dates when the Mystery Motivator can be earned. The teacher writes a large 'M' on those Mystery Motivator days. The instructor then covers ALL instructional days on the calendar with blank post-it notes large enough to completely cover the dates and hide any letters underneath. NOTE: When students show success with this intervention, future calendars can have the percentage of Mystery Motivator dates reduced to 50 percent or even lower.

Procedure: Whenever the Mystery Motivator intervention is being used, the teacher:

provides MM feedback, reward, and/or encouragement. The teacher provides the appropriate response: (1) If an 'M' appears on the calendar and the cumulative tally of target/problem behaviors falls at or below the cut-off, the teacher praises the class and chooses a student to reach into the reward envelope to select a reward card. Once selected, the reward card goes back into the envelope. The teacher then follows up to ensure that students receive the reward as quickly as possible; (2) If no 'M' appears on the calendar but target/problem behaviors fall at or below the cut-off, the teacher praises the class and reminds students that they will soon have another chance to earn a reward; (3) If an 'M' appears on the calendar but behaviors exceed the cut-off, the teacher reviews expected replacement behaviors and encourages the class to improve its performance in the next MM session.

Tips for Use. When the Mystery Motivator has been in place for several weeks and shown to be effective in reducing classwide target/problem behaviors, the teacher can start to fade the intervention. First, the instructor can reduce the frequency of 'M's appearing on the Mystery Motivator calendar from a starting point of 60% of days to 50%, then to 40%, etc. Second, the instructor can gradually lower the behavior cut-off from 50% of pre-intervention levels to 40%, then to 30%, etc. Eventually, the instructor can randomly schedule days when the MM intervention is or is not in effect. It is important, of course, while fading the Mystery Motivator, that the instructor continue consistently to acknowledge and praise improved class behaviors as a means of locking in these behavioral gains.

References

Kowalewicz, E. A., & Coffee, G. (2014). Mystery motivator: A tier 1 classroom behavioral intervention. School Psychology Quarterly, 29(2), 138-156.

Moore, L.A., Waguespack, A.M., Wickstrom, K.F., Witt, J.C., & Gaydon, G.R. (1994). Mystery Motivator: An effective and time efficient intervention. School Psychology Review, 23, 106-117.

Rhode, G., Jenson, W.R., & Reavis, H.K. (1992). The tough kid book. Longmont, CO: Sopriswest, Inc.

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How to: Manage Group Behaviors With the Element of Surprise: The Mystery Motivator

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Description. Teachers often seek techniques to manage classroom behaviors that are both effective and feasible. The Mystery Motivator (MM) is an intervention that rewards students for appropriate behaviors (Moore et al., 1994; Rhode, Jenson, & Reavis, 1992).

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Working With Defiant Kids: Communication Tools for Teachers- Intervention Central

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Working With Defiant Kids: Communication Tools for Teachers- Intervention Central

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Working With Defiant Kids: Communication Tools for Teachers | Intervention Central

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Why do classroom conflicts between teachers and students seem to occur so frequently?

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Back to School Ice Breaker. This Back to School Name Tent activity is sure to help teachers and students learn about one another. Use this activity the first day of school or sometime the first week. This activity helps teachers learn names much more quickly!

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Intervention Central- De escilation Active Response Beads

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Intervention Central- De escilation Active Response Beads

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Students with behavioral disorders or ingrained patterns of non-compliant or defiant behaviors may receive in-class or out-of-class time-out as a disciplinary consequence. However, use of time-out (from reinforcement) has the serious drawback that students miss instruction while in time-out. Furthermore, because students are often directed to time-out when emotionally upset, there is a significant likelihood that they will resist the time-out placement, thus creating the potential for teacher-student power-struggles, classwide disruptions, and other negative outcomes.

Active-Response Beads-Time Out (ARB-TO: Grskovic et al., 2004) is an intervention to replace in-class time-out that is easy to use. It promotes students' use of calm-down strategies when upset, enhances behavioral self-management skills, and minimizes exclusion from academic activities.

Preparation. The teacher makes a sufficient number of sets of Active Response Beads (ARBs) to use in this intervention--depending on whether the strategy is to be used with one student, a small group, or the entire class.

The materials needed to create a single Active Response Bead set are:

ten 3/4-inch/1.9-cm beads with hole drilled through middle

A 38-cm/15-inch length of cord

To make a set of Active Response Beads, the teacher strings the 10 beads on the cord and ties a knot at each end.

Training. The teacher meets for at least 2 sessions with the student(s) who will be using the Active Response Beads-Time Out strategy. The teacher introduces ARB-TO as a way to self-manage emotions and classroom behaviors to increase classroom success and reduce number of time-outs. In each training session, the teacher and student practice steps of the ARB-TO procedure (outlined below). Training concludes when student(s) demonstrate understanding and compliance with the procedure.

Procedure. The ARB-TO can be used whenever the student displays defiant, non-compliant, acting-out, or escalating behaviors (e.g., refuses to engage in classwork, leaves seat without permission, talks out, makes rude or inappropriate comments or gestures, or engages in less-serious acts of aggression or property destruction). NOTE: Educators should be aware that the teacher's role in providing prompts, feedback, and praise to the student throughout the ARB steps is crucial to the intervention's success.

Here are the 4 ARB-TO steps:

Teacher: The teacher directs the student to "go get an ARB".

Student: The student walks to the teacher's desk (or other classroom location), picks up a set of Active Response Beads and returns to seat.

Teacher: The teacher praises compliance and directs the student to begin the ARB-TO procedure:

"Thanks for getting your ARB . You need think-time for [describe problem behavior]. Put your head on the desk and use your ARB."

Student: The student puts head on desk and counts down slowly from 10 to 1. The student starts counting in an audible voice. With each number in the count, the student:

takes a deep breath and slowly releases;

moves a bead along the cord from the left to the right side of the ARB;

gradually reduces voice volume--to conclude in a whisper on the last number.

Upon completing the count, the student raises head from desk.

Teacher: The teacher praises successful use of the ARB-TO strategy and prompts the student to return the ARB to the teacher

"Good job using the ARB. Please bring it up to me."

Student: The student gives the teacher the ARB and returns to seat.

Teacher: The teacher again praises use of ARB-TO, directs the student to resume the academic task or rejoin the academic activity, and offers support as needed.

"Thanks for using the ARB and for returning it to me. Please continue with your assignment/ rejoin our activity. I will be over to check on how you are doing in a moment."

Student: The student resumes the academic task or rejoins the learning activity.

Adaptations. Here are two adaptations of the ARB-TO procedure to increase convenience and extend student skills:

Replace Beads With 'Desk Dots'. Teachers may want to use the student self-directed calm-down strategy represented by ARB-TO but also wish to avoid managing sets of beads or having emotionally upset students leave their seats to retrieve bead sets. A low-key adaptation of the ARB-TO is the substitution for the beads of a series of 10 dots numbered in descending order printed on a slip of paper and affixed to the student's desk. The student is then trained, when directed by the teacher, to apply the ARB-TO count-down/calm-down procedure using dots.

Train Students to Self-Manage Use of ARB-TO. As students become familiar with, and comfortable using, Active Response Beads-Time Out, the teacher can give those students their own bead sets. Students would then be encouraged to monitor their own emotional states and use the beads (or Desk Dots) when needed as a calming device--without teacher prompting.

The teacher directs the student to "go get an ARB".

The student walks to the teacher's desk (or other classroom location), picks up a set of Active Response Beads and returns to seat.

The teacher praises compliance and directs the student to begin the ARB-TO procedure:

"Thanks for getting your ARB . You need think-time for [describe problem behavior]. Put your head on the desk and use your ARB."

The student puts head on desk and counts down slowly from 10 to 1. The student starts counting in an audible voice. With each number in the count, the student:

takes a deep breath and slowly releases;

moves a bead along the cord from the left to the right side of the ARB;

gradually reduces voice volume--to conclude in a whisper on the last number.

Upon completing the count, the student raises head from desk.

The teacher praises successful use of the ARB-TO strategy and prompts the student to return the ARB to the teacher

"Good job using the ARB. Please bring it up to me."

The student gives the teacher the ARB and returns to seat.

The teacher again praises use of ARB-TO , directs the student to resume the academic task or rejoin the academic activity, and offers support as needed.

"Thanks for using the ARB and for returning it to me. Please continue with your assignment/ rejoin our activity. I will be over to check on how you are doing in a moment."

The student resumes the academic task or rejoins the learning activity.

References

Grskovic, J. A., Hall, A. M. Montgomery D. J., Vargas, A. U., Zentall, S. S., & Belfiore, P. J. (2004). Reducing time-out assignments for students with emotional/behavioral disorders in a self-contained classroom. Journal of Behavioral Education, 13(1), 25-36.

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How To: Reduce Time-Outs With Active Response Beads

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Students with behavioral disorders or ingrained patterns of non-compliant or defiant behaviors may receive in-class or out-of-class time-out as a disciplinary consequence. However, use of time-out (from reinforcement) has the serious drawback that students miss instruction while in time-out.

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Behavior Management Skills Guide- Walls & Rauner (2015)

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Behavior Management Skills Guide- Walls & Rauner (2015)

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Scott D. Walls, MA, LIPC, CCMHC

Scott D. Walls, MA, LIPC, CCMHC, is a mental health counselor in private practice in Lincoln, NE, and has previously spent 15 years with the Lincoln Public Schools as a behavior specialist and psychotherapist. Scott has provided therapy and consultation services for hundreds of children, teens and families in the Lincoln area. In addition, Scott has provided numerous trainings for teachers, administrators and case management staff for various agencies. He is also the author of Oppositional, Defiant & Disruptive Children and Adolescents (PESI, 2016) and Behavior Management Skills Guide with Deb Rauner (PESI, 2015).

Scott co-founded a domestic violence group for female offenders and was a practicing therapist and case manager supervisor for a special project in Lincoln that offered treatment for torture and trauma survivors for refugees and immigrants. In addition to his duties as a therapist and consultant, Scott is the founder and owner of the Lincoln Karate Clinic, Inc. This karate school offers specialized karate lessons for children ages 4-7 and youth ages 8 and up. The karate school is well known for providing unique classes that incorporate Stranger Danger lessons and Scott's personally developed antibullying program entitled: "The 4 C's of Bullying."

Scott enjoys providing information to students and participants in a relaxed learning environment and makes every attempt to give participants practical and down to earth educational information.

Speaker Disclosures:
Financial: Scott Walls maintains a private practice and is the founder and owner of the Lincoln Karate Clinic, Inc. He receives a speaking honorarium, recording royalties, and book royalties from PESI, Inc. He has no relevant financial relationships with ineligible organizations.
Non-financial: Scott Walls has no relevant non-financial relationships.

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Products and seminars from Scott Walls - PESI, Inc.

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Theatre Game #5 - Energy Circle. From Drama Menu - drama games & ideas for drama.

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Summer Celebrations!

Hooray! It's summer time, summer time, sum sum summertime! Rest, relax, and enjoy a well-earned vacation! But just in case you get a little bored, here are some "cheer cards" you can make to use in your classroom when school starts.

Eight cards on one page. You will find four separate files listed below:

A. Just select the one you want and click. Each file contains 8 different cards.

B. The file should download to your computer.

C. Print the file on cardstock.

D. Cut out your cards, and place them in a Cheer detergent box or Cheerios box.

E. Enjoy cheering with your students.

Cards 1 through 8 includes Ole! Ole!, Cowboy Cheer and Silent Cheer

Cards 9 through 16 includes Firecracker, Rattlesnake and Lookin' Good

Cards 17 through 24 includes Parrot Cheer, Train Whistle and Wow

Cards 25 through 32 includes Make Rain, Awesome and Fantastic

Daneene Taylor of Child Care Resource and Referral in Cedar City, Utah, can "kiss her brain" for designing the cards and allowing me to share them on my website. Thank you, Daneene!

Hint! Take one cheer each day and use it all day long. Put it in the box at the end of the day. The next day, select another cheer and use it all day long. After about two weeks, you'll have a box full of celebrations. Let children choose a cheer out of the box to celebrate an accomplishment or to reinforce positive behavior.

The celebrations are also great for a "brain break" or a "smile break." Encourage your students to create their own cheers and teach them to the class!.

Choose a Page Below for More June 2004 Cheer Cards

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Summer Celebrations! Hooray! It's summer time, summer time, sum sum summertime! Rest, relax, and enjoy a well-earned vacation! But just in case you get a little bored, here are some "cheer cards" you can make to use in your classroom when school starts. Eight cards on one page.