My name is Kayla Boaz, and I am a Speech-Language Pathologist. I have taught at an elementary school for 2 years now, where I am involved with preschool through 3rd grade. During this time, I have also had the privilege of teaching children within our Functional Mental Disability classroom. I have found these strategies useful in my classroom, in order to manage disruptive behaviors.
The Use of Visual Strategies in the Classroom
The purpose of this website is to provide information on how to utilize visual strategies in your classroom, in order to minimize negative behaviors and maintain student's attention.
Visual schedules can be used for children with and without disabilities. These schedules allow students to identify what activities need to be completed, reducing negative behaviors. These schedules give everyone an idea of what is to come next, which is extremely helpful for those students with transition needs because it allows for structure. Visual schedules can be used for students of all ages. They can easily be put on the desks of students, so they can mark when they have completed their assignment.
First-Then boards are typically used for those students who need extra breaks, have behavior issues, etc. These boards allow the students to see what activities need to be completed first, then what their reward is for completing that task. This helps remind them to stay on task and avoid distractions, since they are working for a reward. First-Then boards can be set on a students desk, so they are easily accessible. Once the task is completed, the student is then able to obtain their reward (agreed upon by teacher and student). A reward can be something as simple as candy or 5 minutes of iPad time.
Consequences maps are used to help students see what their actions will cause. Again, this can be used for children that distract or interrupt others in the classroom. These maps show the student what will happen if they are willing to comply or not with set rules. If the rules are followed, they can see what rewards they will receive. However, it also shows what they should not do, and the consequences of what will happen if they act accordingly. These maps keep the expectations of the student clear, in order to prevent distractions within the room.
Here is a video explaining more about these strategies and how to use them within your classroom.
References:
Nagro, Fraser, D. W., & Hooks, S. D. (2019). Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction. Intervention in School and Clinic, 54(3), 131–140. https://doi.org/10.1177/1053451218767905
