Alternative Ways to say (Language Substituting tool)
Alternative Ways to say (Language Substituting tool)
Embedded Files
Using alternative ways to say...
Allows students to express themselves
Substitutes replacement language
De-escalates responses with mindset shifting phrases
Implementation
Implementation
Overview
Anytime that the environment creates a situation where the student is to use inappropriate language, have the student reference their alternative substitution sheet
Make readily available at all times.
Students who struggle with expressing themselves appropriately need to be offered a bank of alternatives
This strategy has the teacher create or co-create a goofy and wacky alternative sheet for the student to reference when they become upset, frustrated, etc.
The reference sheet is meant to be goofy to shift the mindset of the student in the moment.
The sheet can be on the student's desk.
It can be hung on a classroom wall for the entire class.
It can be shrunken for pocket sized reference use.
Core Components
Clear expectations of alternatives and target language
Easy access to reminder of student chosen replacement phrases or words
Student conversation about the why for the intervention
Student choice in what phrases or words are used as replacements.
Proactive Implementation
Working as a community in the beginning of the year to identify individual language target areas and how to support each other with a bank of alternatives can be a proactive solution
Responsive Implementation
If a pattern of a specific language use emerges for a student, group, or class then the students may generate some alternatives to the language they are using to use instead when a situation arises.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the students may find an accountability buddy to support them with their bank of alternatives when they use the negative language.
Skills Training
If the need is skill building then the student may complete some research to better understand what is causing the use of the language. What is happening prior and how are they feeling.
Awareness
If the need is awareness then research may be conducted on what the language is or what the language may do to the brain.
Emotional Regulation
If the need is regulation then the student may need to combine the strategy with a coping technique before or after substituting.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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