Paths to Inclusion: The Paths to Inclusion guide is a resource guide for fully including youth of all abilities in community life.

Behavior is Communication 

Youth and volunteers play a game designed to test their non-verbal communication skills and talk about different ways people use behavior to communicate.

Understanding Youth Behaviors - Staff and Volunteer Resources

In this lesson, staff and volunteers will examine potential scenarios they may experience while working with youth and brainstorm how to help all youth be successful. The purpose of this activity is to think creatively about ways to intentionally support youth of all abilities. 

Being intentional about helping youth interact, understand and support those around them will improve the experience of all participants.

Strategies to Support Engagement

🧩 1. Anchoring Abstract Tasks

Definition: Turning an abstract instruction (something said in words or ideas) into something concrete, visual, or hands-on.
Why it helps: Makes directions easier to understand and follow.

Examples:

• Abstract: “Make a flower.”
  👉 Anchored: Show a finished flower or give pre-cut petals to arrange.

• Abstract: “Go play tag.”
  👉 Anchored: Walk with the child and say, “Your job is to tag me first.”

• Abstract: “Clean up, then we’ll go outside.”
  👉 Anchored: Show a “First/Then” picture card (🧹 → 🌳).
  
  

👋 2. Prompting

Definition: A gentle reminder or support to help a child start or complete a task. Prompts can be faded out as the child gains independence.

Types of prompts (from least to most support):

• Verbal: “It’s time to line up.”

• Gestural: Pointing to the line.

• Modeling: Showing how to line up.

• Physical: Light touch on shoulder guiding them forward.
  
  

✋ 3. Hand-Over-Hand

Definition: Guiding the child’s hand through the motion of the activity.
When to use: Only when other prompts don’t work, and always gently with permission, so the child feels supported, not controlled.

Example: Helping a child place puzzle pieces by lightly guiding their hand until they can try it on their own.

🏗️ 4. Scaffolding

Definition: Breaking a task into smaller, more manageable steps and building skills gradually.
Why it helps: Reduces overwhelm and sets the child up for success.

Example: Final task/goal: Shoot a basketball.

• • Step 1: Hold the ball.

  • Step 2: Bend knees.

  • Step 3: Toss ball upward.

  • Step 4: Aim at hoop.

Celebrate progress at each step, even if they don’t make the basket yet.

🌟 Quick Tips for Staff

• Always start with the least intrusive support (verbal → gestural → model → hand-over-hand).

• Celebrate effort, not just the finished product.

• Pair support with encouragement: “You’re doing it! Let’s try the next step.”

• Fade help as soon as the child shows independence.

Do you have a camper who is hitting? Here's an In-the-Moment Safety Plan 

1. Stay Calm & Neutral

• Take a slow breath before stepping in.
  
  

• Use a calm, firm voice (low tone, few words).
  
  

2. Block, Don’t Restrain (unless absolutely necessary)

• Step between the child and others with your hands out (palms open, non-threatening).
  
  

• If they try to push past, use your forearm and body as a “soft barrier”—don’t grab or hold unless there’s an immediate safety risk.
  
  

• Move peers away if possible—it’s often safer and less escalating to remove the audience rather than forcing the child out.
  
  

3. Clear the Space

• Quickly and quietly guide other children to a safe area or activity (“Everyone, let’s line up at the wall for a game”).
  
  

• This reduces the child’s access to targets and gives staff more space to support them.
  
  

4. Offer Space & Choices

• If safe, open a path toward a quieter area.
  
  

• Use simple, clear choices:
  
  

  • “You can sit on the beanbag, or you can walk with me to the calm room.”
    
    

  • “Do you want to walk, or do you want me to walk with you?”
    
    

• Choices give a sense of control and reduce power struggles.
  
  

5. Escorting Safely (if needed)

• If the child will not move on their own and safety requires moving them:
  
  

  • Two staff should stay nearby.
    
    

  • Use a “light guide” approach: one hand near the child’s back (not pressing, just directional) and another available if they bolt.
    
    

  • If the child drops or resists, do not drag or lift—pause, crouch to their level, and calmly repeat the choice (“We’ll wait here until you’re ready to walk with me”).
    
    

6. Calm Down Space

• Once in a quieter area, reduce stimulation (dim lights, soft voice, minimal talking).
  
  

• Offer comfort items (fidgets, weighted toy, soft seat).
  
  

• Allow them to re-regulate before discussing what happened.
  
  

7. After the Moment

• Praise even small signs of regulation (“I see you’re sitting calmly, that’s great.”).
  
  

• When they’re ready, use simple language to review: “Next time, if you’re mad, you can stomp your feet instead of hitting.”
  
  

Key Principles:

• Prioritize safety over immediate teaching—the teaching comes later.
  
  

• Avoid restraining unless absolutely necessary for safety (and only if staff are trained).
  
  

• Consistency among staff is critical—kids sense when expectations differ.

Disability Etiquette

General Etiquette

Speak directly to the person

Speak to the person rather than their companion, aide, caregiver or interpreter. Avoid talking about a person as if they weren’t there when they are present.  

Ask before you help

Don’t automatically assume that someone with a disability needs help. Offer assistance when someone asks for help and ask how you can help before acting.

Be sensitive about physical contact

People with a disability may depend on their arms for balance. They may also consider their equipment part of their personal space so don’t touch it.

Don’t make assumptions

All people are the best judge of what they can or cannot do so let them decide.

In general, use person first language 

Unless someone tells you they prefer different language, refer to the individual first, then to their disability, when it is relevant and appropriate.  For example, say “person with a disability” rather than “disabled person”.

Avoid terms with negative meaning

Be aware of what you say and do not use any terms that might potentially have an unintentional negative connotation. 

Don’t portray people with disabilities as brave, special, superhuman, etc.

This implies that it is unusual for people with disabilities to have talents or skills. 

Avoid using the term “normal” for people without disabilities

It is better to say “people without disabilities” or “typical”, if necessary.

Practice disability specific etiquette

In some instances, specific disabilities may have additional etiquette. See the additional information provided to learn more.

People Who Use Wheelchairs or Have Mobility Impairments

• Don’t lean on or touch a person’s wheelchair. 

• Place yourself at eye level when in conversation. 

• Refrain from unexpectedly touching or moving canes, crutches or other assistive devices.

People Who Are Blind or Visually Impaired 

• Identify yourself and allow others to do the same. 

• If someone needs to be guided, offer your elbow.

• Walk on the opposite side of a guide dog or cane. 

• Give specific, non‐visual directions. 

People Who Are Deaf or Hard of Hearing 

• Follow the person’s cues to determine how they prefer to communicate.

• Before speaking, tap their shoulder or wave to get attention. 

• Speak clearly and distinctly in a normal tone. 

• Rephrase, rather than repeat, information that someone doesn’t understand. 

• Use facial expression, body language and gestures. 

• Speak directly to the person who is deaf rather than to an interpreter. 

People with Speech Disabilities 

• Give the person your full attention, extra time to answer, and be patient. 

• Don’t interrupt or finish someone’s sentences. 

• Repeat for verification when you’re unsure whether you’ve been understood.

• If you cannot understand someone, ask them to write down (if they’re able) what they’re trying to say or to suggest another way of communicating.  

People with Developmental Disabilities  

• Speak to the person in clear sentences, using simple words and concrete concepts. 

• Rephrase what you’re saying for better clarity. 

• Stay focused on the person as they respond to you and be patient. 

Service Animal

• Don’t distract, feed or pet the animal. 

• Respect the handler. 

Adapted by Darcy Cole, dacole@umn.edu, from: https://www.diversity.pitt.edu/sites/default/files/disability_etiquette_guide.pdf