Color Coding
Color Coding
Embedded Files
Using color coding...
Gives a quick reference for easy access
Provides multiple ways for understanding of systems
Improves organization
Implementation
Implementation
Overview
Students will be given folders that coincide with specific subjects pertaining to a color.
All materials for that subject would be within that folder.
Folder checks should be completed frequently and intermittently to make sure student is utilizing appropriately.
Core Components
Clear and consistent system for color identification
Proactive using the color coding system
Clear expectations established
Proactive Implementation
Thinking through an organizational system that utilizes color coding can allow for easy access for student understand. This system must be taught and consistently maintained.
Responsive Implementation
If a student, group, or class are struggling with organization then color coding may be a strategy to consider responsively. The supervising adult must work with a student to determine the colors for whatever the target is. This may be color coding for the whole class materials, subjects, schedules, etc.
Bucket Fits
Bucket Fits
Connection
If the need is connection then strategic color coding of name tags can act as a grouping strategy for prosocial pairings.
Skills Training
If the need is skill building then the color coding should reflect subjects and combined with a daily check out to ensure all materials/work is in the approriate place.
Awareness
If the need is awareness then a meeting or conference may be held where the initial "decluttering" occurs to build understanding with the student as to why organization is needed. This can also be done by reviewing missing work.
Emotional Regulation
If the need is regulation then conferencing may occur when strategy is introduced to discuss the impact on disorganization has on the student. In this case the student typically is frustrated or agitated by not having complete work or not being able to find materials.
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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