Puzzle Pieces
Puzzle Pieces
Embedded Files
Using puzzles...
Promotes problem solving
Increases de-escalation opportunities
Gives entry point for community conversations
Implementation
Implementation
Overview
This strategy can be used for individual students or as a class wide system.
A picture is cut into different jigsaw pieces.
The picture may be a reward the students earn if they complete the puzzle or a preferred image of the student or class.
The class is given the protocol in which they earn pieces to the puzzle.
These expectations may include meeting individual behavioral or academic goals.
A reward is given upon completion of the puzzle.
One piece is attempted to be earned each day.
The students do not earn a piece if they did not meet the criteria.
Core Components
Centrally located or easily accessible
Clear guidelines on when, why, and how to use the puzzle
Kept out for students to continue to work on at appropriate times
Proactive Implementation
Proactively using puzzles looks like setting up a space conducive a community puzzle to be placed and inviting students to engage with the process of when and why they should utilize the puzzle.
Responsive Implementation
Responsively implementing a community puzzle may stem from a need for students to have a easy to implement regulation opportunity, something to connect them to others in the class, or allow something to do during transtional times.
Bucket Fits
Bucket Fits
Connection
If the need is connection then time may be taken for the progress on the puzzle to be reviewed and the selection of what the puzzle is can be made through community vote. The finished puzzle may also be hung.
Skills Training
If the need is skill building then students may use prompts or stems located at the puzzle to practice communicating & collaboration effectively.
Awareness
If the need is awareness then working on the puzzle may signal that others are contributing. Taking notice to new pieces completed helps enhance this.
Emotional Regulation
If the need is regulation then students who are dysregulated may have the option to set a timer and use the puzzle as a coping strategy.
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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