If... Then Statements
If... Then Statements
Embedded Files
Using If...Then Statements...
Prevents a power struggle between adult & student
Proclaims clear and concise expectations for student demand
Allows for understanding of consequence (Positive or Negative) if action is continued.
Implementation
Implementation
Overview
If/Then and When-Then statements are used to clearly define the positive outcome upon completing a less preferred demand.
As a student begins to exhibit target behavior, using a calm neutral tone, remind student of the consequence they will receive (positive or negative) if they complete that action.
If you do (insert action) then (insert consequence)
Must follow through on consequence if student completes action.
Core Components
Follow through on the "then" portion of the statement if the student completes the "if"
Use of a calm neutral tone when giving the statement
Expand proximity from student after statement is given and allow wait time for the student to modify or complete an action.
Proactive Implementation
Creating an environment where fair process is used will allow for better acceptance of the If/then statement. The statement should be derived from previously agreed upon expectations of all students within the room. The statement can also be used as a work completion tool. Giving students a sequence of what they are able to work on using these types of statements normalizes them.
Responsive Implementation
Responsively using the If/then statement means providing an escalating student, group, or class with a calm neutral tone and avoiding the power struggle. The supervising adult should work with students on generating open options for the then portion if possible.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may have options that entice connection with peers such as If you finish these problems in the next 5 minutes then you can help check other students work as they finish.
Skills Training
If the need is skill building then the student may select a behavior they wish to extinguish. The student and supervising adult may conferencing about the target on a day where t he if/then is used.
Awareness
If the need is awareness then the supervising adult may share with the student what they are seeing or ask the student to identify how they are feeling prior to giving the if/then statement. This may change the "then" response.
Emotional Regulation
If the need is regulation then the student should be able to complete a regulation strategy to start the if such as If you take a walk now then I will help you with this problem when you return.
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
When-Then_Sentences_Understood.pdfPage updated
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