IT'S JUST GOOD PRACTICE!

1.Create routines that encourage predictably and safety
(e.g., arrival routine, departure routine, transitioning etc.)

2.Tell the student what you want them to do, not what you don't want them to do

(e.g., "Walk" instead of "don't run"; "hands to self" instead of "no touching/hitting")

3. Prime/warn the student that a change is coming

(e.g., 2 more minutes and then computer is finished)

4. Don't ask a question if it is not a question - give a direction

(e.g., Do you want to read vs It is time to read)

5. Comment on things that student is doing well/correct - praise and attention for positive things

(e.g., Great job helping the class clean up)

6. Avoid "No" when possible - it often escalates anxiety/behavior

(e.g., Student asks - can I do a craft; Teacher - it is time to read)

7. Use what the student is interested in to motivate them to complete things they are not interested in (First/Then - e.g., First math then choice)

8. Follow student's lead when possible

(e.g., Can I do a craft? Teacher: That sounds like fun - First we will do math then you can do your craft).

9. Use interests to make work more motivating 

(i.e., use high interest topics for journal, printing, reading etc..)

10. Define/show start and finish of work tasks - helps student understand and manage work. 

(ex: Student should be able to see "What work they have to do", "how much work there is", "see they are making progress", "know when they are finished" and "what happens next")

11. Stay calm - don't react. Often a reaction/attention reinforces negative behaviors

12. Redirect - Tell the student what they should be doing

(e.g., Find your math scribbler, it is time for math).

13. Pick your battles - sometimes it is best to "ignore" the small stuff

14. Give choices when possible

(e.g., You can do your math at your desk or at the big table; You can do your math in class or in the quiet room)

15. General Rule: Less language is better especially during times of escalating behavior 

(e.g., Instead of words, use visual supports)