Remember the acronym LOLS 😂🤣

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

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

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

Simplicity- 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.  

•        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!”

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 🤯)

padlet.com/referrals/PAI_Resources

baskets or boxes

drawer dividers (cardboard)

Velcro

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

💭Think "ugh (a), as if!"

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

Motivation

Mand

Model

• 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.

Early LR and imitation, mands and reinforcers, modified teaching procedures, response topographies, antecedent and consequence strategies...

Clearly labeling drawers AND the materials makes it easy to set up and return the materials to the correct place

A neat array means presenting the pictures to make it easy for the student to scan

-Vary what's delivered for responses other than mands (salty, sweet, chewy, crunchy)

-Deliver other types of reinforcers (actions, activities, items, social- and drinks)

-Save the best for the best/most effortful responses (e.g., nerd vs. nerd cluster, mini cheeseball vs. regular size or something less preferred)

-If one thing isn't an option, deliver a similar alternative (e.g., student wants cinnamon toast crunch but they can have a graham cracker)