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and

Caveland Regional Autism Team Amanda Reagan, Allen County

Improving Services for Autistic Children

“The Effect of Behavioral Assessment on Programming & Placement”

CLICK HER FOR DOC: HOW TO WRITE A FBA

Click on the picture to be taking directly to site

Download here: ABAAutismSIG-ConsumerGuidelines-Rev2007

OR

CLICK HERE: Classroom checklist

Click here for poster

CLICK HERE FOR A PARODY BY MY FRIEND AND COLLEAGUE FRANK RENEW BCBA: http://www.xtranormal.com/xtraplayr/12597390/why-doesnt-reinforcement-work

NEED DATA? CLICK HERE:

Here is an example: e “Jimmy, go get your shoes on”,… “Jimmy  come here”, ” Jimmy you need to stop that…Come everyone let’s all show Jimmy what he is supposed to do…Jimmy you need to … …. etc. .

Teachers or parents may not realize they are doing this but it is a skill you need to work on today. Over using the child’s name can  start to create a  link  between the child’s name  and to demands. 

Limiting the use of the child’s name will actually help a child  to learn to respond when his name is called, as opposed to  tuning you out when he hears his name because his name may be  a part of a demand that he may or may not want to complete.

Download here: 7-weeks-to-school-success

Point systems are intended to  give students immediate feedback on their behavior as they work to achieve their  goals.

Here are the steps that I use to create a program:

1. Pinpoint a specific behavior: Select one or 2 behaviors with a long term goal of behavior change. This goal should be agreed upon by the student and agreed upon by the child’s family as well.

2. Select your point system:

http://www.jimwrightonline.com/php/tbrc/tbrc.phpThis site gives you well written goals with perfectly set up point sheets.

http://archived.freebehaviorcharts.com/charts/

http://www.freeprintablebehaviorcharts.com/

3. Select reinforcer : Talk with th child and work together to find reinforcers that will be motivating to the child. When possible, I like to use reinforcers that are already in the classroom that are available at little to no cost. Click here: Reinforcer Surveyreinforcer-document1 for reinforcer survey that I created from jimwrightonline.com for examples.

4. Set the  cost to gain the reinforcer :  Make the goal achievable at  first and build

5. Implement the program: Run it and review it..

Simple check list to evaluate your school’s point system:

.but don’t give up if you don’t get immediate results…..

Ways to generalize your point program:

Fade physical tokens to points

Pair points with praise

Fade the system to certain times

Move to more natural reinforcers

Kids often use harsh words, screams or even fists to resolve their conflicts at home between friends and very often with their own family. Here
are some important ideas to remember when working on conflict resolution with your kids:

Help your kids recognize angry feelings before they get out of hand. Do they breathe harder? Do their palms sweat? Do their faces get red? As soon as you notice these signs of anger, alert your child and give them time to cool off.
Let your child know that conflicts often happen when people have different
opinions or want different things. The next time your kids have a disagreement,
help them see that conflict isn’t all bad. In fact, it often leads to a better outcome in the end. Remind your child of the old expression ”Put your self in
the other persons shoes.” before they even begin.
When the children are ready to talk, have them explain their point of view calmly to each other. As you listen to each side help them by paraphrasing back to them how they were feeling, as opposed to the placement of blame. To ensure the
children understood what the other person said, you may want your child to
paraphrase it back to the other child in their own words.
Finally, when brainstorming ideas the best way is to encourage your kids to consider all possibilities. You can get the ball rolling by asking, “What if we
try_______” for a certain amount of time and then __________ for some other
amount of time”. Have the children select the best plan that they have brainstormed together to create. The final step is picking the best solutions
and following through by giving it a try.
Remember: Children pay close attention to how adults
in their lives handle conflicts. If you respond aggressively either verbally or
physically then chances are your youngster will, too.

2 Roads to choose from when angry handout

A visual to assist with a discussion of choices a child can make when angry.

Click here to download: 2 Roads

You can also download any of the following stories from the social story page:

Darren

Click here: socialskillsgroupsasn-110222104234-phpapp02

Other useful links:

http://www. adoption.families.com/blog/learning-to-de-escalate-emotional-situations-with-children

http://www.nettally.com/klroze/redirect/index.html

Download here:Respect-tattling

School Study skills Bingo game:   bonus school skills BINGO

Download Responsibility Bingo here: RESPONSIBILITY

100 Free Classroom Rewards

Download here:Respect-tattling

Download here: Peer mediators

and

RESPONSIBILITY Bingo

I am not the author of this ppt all credit goes to the original author of this ppt. which I am unsure of original source.

Download here: testtaking

Download here:25 DEESCALATION STRATEGIES

You can click through presentation and listen along here:

Click here for template for angermgt stickers

YOU CAN CLICK ON THIS IMAGE FOR 1 CLOCK WITH HANDS THAT YOU CAN CUT OUT

Download here: busbehaviorideas

Check out these free reports….

Word doc download here: LIKERT_scales_template.doc

PDf file download here: Daily communication

DOWNLOAD PRESENTATION HERE: Classroom Blueprint

Slide show by: Susan Orton Cooper, 2005

DOWNLOAD HERE: high freq words

Download your copy right here: tapatan

Credit goes to the original creator of this collection.

Read it here: Kids article

• Emphasize and praise even small successes
  and most importantly their EFFORTS
• Absolutely avoid ridicule, sarcasm or comparison to another sibling or their peers   grades or performance
• Encourage- don’t lecture
• Set realistic obtainable goals that you and
  your child can work on in their problem area
• Take time to listen to your child’s
  explanation of his or her grade performance
• Remember – poor grades do not reflect your
  child’s worth
• Identify other valuable experiences the
  child might have besides school and grades

A child’s self-esteem at the elementary school age is at an
important stage of human development. Our primary focus as educators and parents is to foster these feelings of worth and pride through the child’s effort, not just their successes. Feelings of responsibility and
importance foster a child’s self- esteem and help a child to feel their best
for school and at home.

Click here: socialskillsgroupsasn-110222104234-phpapp02