This padlet will assist you and your child(ren) by offering evidence based behavior intervention strategies and resources to proactively increase positive replacement behaviors. Navigate through the padlet to access resources, visual supports, videos and more that are based in applied behavior analysis and the science of behavior.

• Its more than just your words! The manner in which you deliver your communication in response to behavior has an impact.

• Words have power! Consider body language, voice volume, tone of voice and/or pace at which words are spoken.

• Use supportive communication

• Recognize & Adjust proximity, body language, tone of voice and voice volume.

• Avoid making comments regarding the behavior the student engaged in, or engaging in verbal back and forth/arguing.  Instead redirect student to what you want them to do.

• An instructional strategy to guide a person’s behavior. It can help a student learn a new skill or engage in desired behavior.

• Prompts are used temporarily until the learner has the desired skill or step in a whole sequence 

TIPS:

• The reward or desired item/activity must be easy to deliver and highly motivating

• Choose a task that is attainable for your student/child to complete

• Avoid phrases such as “If you don’t do___, then you won’t get____”

This can be controlled and the prompt dependency cycle can be broken by fading prompts during the teaching process.

• Gradually reducing the level of assistance until learner is able to complete the task independently.

• As time goes by, check if the learner can perform the task/behavior independently or with a lower level of prompts 

  • If they can complete a task with lower prompt then utilize that instead of the most intrusive prompt

Generalization MUST be taught…..we should not “train and hope”

• Instructional

  • Initial direct instruction takes place in the context to which the new skill/behavior is introduced.

• Generalization Setting 

  • alternative teaching setting is different from the instructional setting.

• Teach and practice skills/behavior with various people, in various settings, with different types of stimuli or materials, using varied language and at different times of the day.

• Write from the perspective of the learner.

• use real pictures if possible

• Describe the positive behavior you want the learner to do

• read the story multiple times per day.

• Make sure you have your child's attention prior to delivering directions. This may mean removing distractions that hold their attention.

• Keep your directions clear and concise. Less is more in this case!

• Clearly define your expectations by stating things positively. Saying to your child, "use a quiet voice," instead of, "don't yell," may make a difference!

• Allow your child some time to process the direction and respond before you instruct again.

• Consider providing reminders and warnings to your child when time with preffered items/activities are coming to an end. Whether you do this verbally or with a visual cue like a timer, the warning can be helpful for ending fun things.

• For more difficult instructions, consider offering a choice to give your child a sense of control. "Do you want to clean up the cars or the dinosaurs?" may go a long way with your child.

• Catch your child being good by reinforcing it in the moment! Anytime your child is doing something appropriate, acknowledge it so they know that it is what they are supposed to be doing.