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🖱️Click to Enter 🖱️Classroom Schedules Gallery

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🖱️Click to Enter 🖱️Classroom Schedules Gallery

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Credit: Kerri Collins

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Remember the acronym LOLS 😂🤣

L ocation- Post it WHERE they'll use it. Sometimes, just the sight of the cue can serve as a prompt

O rder- Train THEN post. Review it with staff before it's posted so they can use it effectively and efficiently.

L egibility- Consider font style and size. They can't use it if they can't read it.

S implicity- Use simple language and be concise.  Limit the number of wall cues to what's needed at the moment and rotate the cue when staff no longer need it.

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🆕Create a free account with the link below ⬇️

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🆕Create a free account with the link below ⬇️

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Copy and paste this link into your browser to create a free Padlet account: ⬇️

padlet.com/referrals/PAI_Resources

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You can get creative and integrate wall cues in the classroom decor if you prefer that they match a theme or color scheme. What really matters is staff can easily use it when needed.

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Photo Credit: Ali Dilger, Central Dauphin School District

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How to teach “Ready Hands”

•        Hold up promise reinforcer (for initial teaching)

•        Say “Ready Hands”

•        Prompt the student to do ready hands using the least intrusive prompt possible

Reinforce (with the promise reinforcer if used) and give specific praise such as “That’s how you do ready hands!”

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Photo credit:  Rachel Marshall, Central Dauphin

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Add QR codes or quick training by topics in places staff will see

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Credit:  Leighann Walsh and Rachel Marshall from CDSD

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Add the cue to the materials

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Errorless Teaching and Error Correction Table Cues

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Errorless Teaching and Error Correction Table Cues

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If student has more than one box, add "shuffle and start next" cue

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One way to make it easy to run multiple word echoics is to highlight the back of the picture cards according to the item's syllable count. When staff come to the 3x5 card (e.g., 2 one-syllable words), they can quickly find the picture cards with the color-coded highlighting on the back

1️⃣2️⃣3️⃣4️⃣Another option is to put the number of syllables on the back of the card so staff can easily spot responses with the number of syllables (genius, Heather Reddinger from FASD 🤯)

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Copy of multiple word echoics- syllable count

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A pictural reference for staff to model and recognize sign topographies

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Listed responses mastered by all members of the group

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Add 3x5 cards to prompt staff to intersperse mand trials

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Add 3x5 cards to prompt staff to intersperse mand trials

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Help staff remember to expose student to novel items/actions/activities and say what you're delivering as well as future target mands (a current reinforcer but not yet mastered as a mand)

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Sample Labeling of Drawers for Materials

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Sample Labeling of Drawers for Materials

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Error Correction for Giving up a Reinforcer

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Error Correction for Giving up a Reinforcer

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Error Correction for Target or Known Mands

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Error Correction for Target or Known Mands

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If an error occurs for a mand not yet mastered and not being taught, remove, pause, MODEL, and deliver. Student doesn't have to mand for it if they can't yet mand for it.

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Teaching a Mand using a Second Trial Transfer Procedure 

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Teaching a Mand using a Second Trial Transfer Procedure 

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Target Mands only

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Mastered and current targets

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Sign topographies for mands within a play-based routine

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Sign topographies for mands within a play-based routine

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Sample LR In-Context Skill Tracking Sheet

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Sample LR In-Context Skill Tracking Sheet

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Door Dash post example of why student might initially cooperate and then stop cooperating                         💵$5 tip was a promise if she fulfilled the order, but when the customer wanted her to carry 13 cases of water up 3 flights of steps to get the $5, the driver walked away without the tip.   

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Relatable examples can help with understanding of principles and posting a reference/reminder in a strategic place can help everyone be more successful.

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This can serve as a prompt to help staff ask rotating questions about picture stimuli for students with advanced tact programs.

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Label for Back of Cards (include Parts, Functions and Class)

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📦Grouping small items together:

baskets or boxes

drawer dividers (cardboard)

Velcro

🗑️Save you dried out glue sticks, markers, empty containers, soap pumps

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This is the acronym I use to remember the 5 different categories of reinforcement.

💭Think "ugh (a), as if!"

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Procedure for unknown mands (future targets)

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Procedure for unknown mands (future targets)

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If the learner likes it but can't ask for it (and isn't currently learning to ask for it), no specific response is required. When they want it, deliver it and say (&sign or select if non-vocal) what you're giving.

Try new and novel often. You won't know if they like it until you try!

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For Mastered Mands, remember the M's

Motivation

Mand

Model

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Teaching Mands with a Second Trial Transfer Procedure

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Teaching Mands with a Second Trial Transfer Procedure

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Teaching Mands Using a Within Trial Transfer Procedure

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Teaching Mands Using a Within Trial Transfer Procedure

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Keeping a list of potential reinforcers and highlighting mastered mands can prompt staff to intersperse mand trials and deliver across categories

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Credit: BBlount - BCIU

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💡Pro Tip: Use a color-coding system and print on colored cardstock

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First Trial Data Probe (Cold Probe) Procedures 

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First Trial Data Probe (Cold Probe) Procedures 

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Credit:  Val Ferarrelli, Middle Paxton Elem, CDSD

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Credit:  John Wilshire, Steelton-Highspire

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Pro tip: use wet erase markers (e.g., Expo Vis-a-Vis®)

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Ways to Build Motivation to Request (Mand):

Restricted Access
Keep the item out of reach but visible (e.g., on a shelf, in a clear container). This naturally increases the desire to ask for it.

Give a Little for Free (“Tease Out” the Value)
Provide a small sample or short duration of the reinforcer (a sip, a turn, a piece), then pause to allow space for a request.

Break it into Parts
Give part of the item or activity (e.g., one block instead of the whole set, a few chips instead of the bag).

Create a Need for Help
Slightly “sabotage” the situation by putting the item in a closed container, requiring the child to request access it.

Pair with Preferred Characteristics
Introduce items with similar sensory qualities (flavor, texture, sound, movement) that may be easier to control or present frequently, and build motivation to request the preferred version.

Intermittent Availability
Rotate items so they aren’t freely available all the time, which keeps interest high.

Withhold Until Appropriate Response
Wait for eye contact (orientating toward speaker), vocalization, gesture, or attempt at a mand before delivering the reinforcer (shaping communication).

Embed in Play or Routines
Use motivating contexts (e.g., a toy that “needs” batteries, bubbles that run out of air, or a swing that stops mid-play) so the learner is naturally motivated to request continuation.

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pocket chart

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💡✔️ or highlight mastered movements

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Early Learner Fluency Instructional Procedures

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Early Learner Fluency Instructional Procedures

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💡Use Chat GPT to Create Visual Wall Cues

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💡Use Chat GPT to Create Visual Wall Cues

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📁Training & Resources → 📁Classroom Resources → 📁 Wall Cues

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Encouraging and Maintaining Approach and Cooperation

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Encouraging and Maintaining Approach and Cooperation

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A little reinforcement if they didn't need the prompt 🙂