Provide attention for engaging in socially appropriate behaviors.

• “Catch them being good”

Model appropriate ways to gain attention from others.

• When calling out is observed, model raising your hand. 

Decrease the time the child spends alone.

• Make a point to have a short conversation with the student before/during/after class each day. 

Planned ignoring- Ignore the behavior, not the person.

• When a student calls out, ignore the calling out, provide attention when their hand is raised. (this can be used with modeling)

Simplify tasks that are known to be difficult.

• Break it down into smaller steps.

• Model the response or provide a prompt as needed.

Model an appropriate way to ask for a break.

Review daily schedules and provide notice before any transition.

Model appropriate behavior.

• Example: If a child is playing with a favorite toy and has to clean up, teach him/her to ask for one more minute when told to clean up.

Follow through with demands; work through the behavior.

Increase structure when the student is engaging in unstructured activities.

• Teach appropriate leisure skills, provide choices.

Provide socially appropriate ways to achieve sensory input.

• Examples include but are not limited to: pressing hands together firmly, chair pushups, sitting in a bean bag chair, using a stress ball, turning the lights off, listening to music.

Increase the effort necessary to engage in the behavior.

• Wearing your hair in a ponytail to increase the effort required to twirl your hair.

Redirect the student to another activity.

Model appropriate ways to gain access to a desired item.

Reinforce the student for appropriately requesting an item.

Do not provide the desired item as a result of problem behavior.

• Deliver the desired item when the child is engaging in appropriate behavior.