Explore a variety of ways to effectively and efficiently take data that is useful. Learn my 10 dos and don’ts for classroom schedules and make the most out of this must-have strategy! We will explore specific strategies and examples of how to create visuals, teach appropriate use, and utilize on a daily basis. Once you have all this data, you need to know what to do with. And it sounds wrong. Set up opportunities to get attention appropriately– Create situations where your student can get natural (built in) attention via classroom job or responsibilities (ex: Class comedian – read or tell teacher approved joke of the day) Give attention to students demonstrating positive behavior as a cue– … These are a pain in the butt. It also helps you teach the behavior that you want to see in the target behavior's place. A replacement behavior is a behavior you want to replace an unwanted target behavior. Nonnegotiable. Make the appropriate behavior the go-to. I know it sounds horrible to give praise, a cheetoh, a high five every single time you student hands you a visual card. Required fields are marked *. And wouldn’t prefer this new behavior to be an appropriate one? For children with autism who may struggle with receptive language processing, schedules are even more important. Learn how to utilize visuals to improve organization, planning, following directions, problem solving, and cognitive flexibility with preschool students. Focusing on the problem behavior may just reinforce the behavior, especially if the consequence (reinforcer) is attention. This workshop highlights ready to use interventions and real-life scenarios. We will discuss everything from creating an efficient schedule, the physical structure, using visuals, creating a data system, and beginning curricular planning. This keynote presentation is perfect for a varied audience. Children with autism are capable of learning to read when provided structured and individualized instruction! In this session learn how to organize, setup, and structure your adult day program classroom. We live in a rule-driven world yet so often our children and adults lack the understanding of these guidelines. If you determine that the consequence is attention, you need to find an appropriate way to give the attention the child needs, while at the same time reinforcing a behavior that is acceptable. This full day workshop will offer practical solutions to foster increases in positive behaviors and decreases in problem behaviors. You’ve done the leg work and create an appropriate way for your student to access that oh so highly desired reinforcer but something is still not working. What went wrong? Sometimes the student has the tools to initiate, but not the skills to wait appropriately for attention. These maps illustrate the consequences that result from both appropriate and inappropriate behaviors. Many of these learners need to be taught individually. If Johnny is smacking himself in the head in order to deal with tooth pain, obviously the replacement behavior is to help Johnny learn how to tell you his mouth hurts, so you can deal with the tooth pain. Yes raising my hand sometimes results in teacher attention but taking off my shoes and throwing them always immediately results in teacher attention. In this full day workshop, we will explore methods to increase vocabulary, literacy skills, independence, and communication skills in your preschool students! Give attention to students demonstrating positive behavior as a cue – Pay attention to on-task students to give your misbehaving student a hint on what behavior gets your attention. If this is behavior is to get access to a tangible – create a way for the student to easily request the item. It can seem impossible to effectively teach a group of such different students when so many of us our understaffed. Schedules are an essential component to any effective classroom. Finally, learn how to track progress and fade assistance. Let’s think about this theoretically for a moment. Be specific on which attention-seeking behavior is ok and make sure to give plenty attention when that desired behavior is demonstrated. In other words, if a child engages in the replacement behavior, he or she is unable to engage in the problem behavior at the same time. We will discuss everything from creating an efficient classroom schedule, the physical structure, using visuals, creating a data system, and beginning your curricular planning. Fluency is accuracy plus speed and is a must-have when it comes to making the skills we teach functional in the real world. It can be tricky to navigate the often under-funded world of adult education in a way that is helpful and age appropriate for our adults. Identify ways to setup an environment that promotes independence and problem solving. You can fade it later. But it’s not. As an example, you have a student (and you know you do) who blurts out. Some individuals may know the appropriate way to gain attention but haven’t been successful with it or it is harder/takes too long. Replacement Behaviors: A replacement behavior serves the same function of the target behavior, but is more socially acceptable and more aligned with the expectations of the classroom environment. Yet so often our children and adults lack the understanding of these guidelines behavior – congrats very Challenging foundational..., setup, and alerts us to changes adapting academic work engage in whichever behavior is demonstrated use for! Relax – you don ’ t use it with a great user experience for with... 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