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Possible Solutions to Maladaptive Behaviors

Dawn Chastain

April 20, 2014

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Contents Schedules ....................................................................................................................... 2

Class Wide .................................................................................................................. 5

Individual ..................................................................................................................... 7

Sub/Mini ..................................................................................................................... 11

Home ......................................................................................................................... 14

Time .............................................................................................................................. 18

Social Stories ................................................................................................................ 20

Motivation ...................................................................................................................... 22

Processing .................................................................................................................... 24

Requesting .................................................................................................................... 30

Self-Responsibility ......................................................................................................... 32

Communication ............................................................................................................. 34

Low Tech ................................................................................................................... 35

High Tech .................................................................................................................. 38

Sensory ......................................................................................................................... 39

Smell .......................................................................................................................... 40

Touch ......................................................................................................................... 41

Visual ......................................................................................................................... 47

Auditory ..................................................................................................................... 48

Taste .......................................................................................................................... 49

Special Education Acronyms: http://www.cde.state.co.us/cdesped/Acronyms.asp

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Schedules

Structure is one of the most important parts of working with students who have special needs.

Schedules are a great way to control behavior with a student who needs to feel like they are in

control. Their ability to follow a schedule will work on independence and self-responsibility.

Sometimes it is a great way for students who struggle with power control issues. By creating a

schedule, the student will follow it better because no one is telling them what to do. It takes away

the power control issues and allows them to learn independence. Which in turn, the schedule

helps the student’s self-responsibility.

Many times when a child has problems transitioning from point A to point B they also have

problems focusing on the classroom schedule we provide. Make sure to consider these options

below as you create a schedule for your student.

1. What academic grade level is the student achieving?

2. What age is the student?

3. What cognitive level is the student?

4. Does the student fear being set apart from the other peers?

5. What are the students preferred activities and items?

6. What are the students struggles in class?

7. Does the child need sub schedules?

8. What does the student’s day look like?

Knowing these answers will make it easier to produce a schedule the student can use

effectively. For elementary you will see schedules that are more simple than at the high school

level. To make a schedule you will follow these steps before creating a schedule.

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1. Answer the questions above

2. Get the daily activities in order (if sub schedules are needed get the list of generalized

areas you will need pieces for).

3. Brainstorm

a. What pieces are needed to make the schedule effective?

b. What pictures will I need to add to the words?

(Once you have picked out a picture do not change that picture it must only represent that word.)

4. Design a pattern that the student will understand and enjoy. The schedule is for them not

the person who is making it.

5. Make sure to adjust any changes to the schedule before the changes occur in the student’s

daily routine.

There are a few different styles. There are schedules geared towards a whole classroom or

individual. The class wide schedule is usually strategically located for every student to use. The

individual schedule is used only by one student. A class wide schedule is our ultimate goal for all

students but until this happens there are many other options to use.

A schedule is introduced much like a lesson. It is used to enhance a student’s learning. It

must also be scaffold much like a lesson. In a classroom, if you start with a class wide schedule

and a student does not seem to get much out of it then make it more personal. You can try to

bring it closer to them. Some students have a narrow focus of things. This is when you need to

move the schedule closer to the student’s center space. You have a couple of choices. The first is

to give them a schedule of their own on the wall or the next is a schedule on the student’s desk.

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As the student builds their independence you can attempt to adjust the location farther away

from the student until the goal of a class wide schedule is achieved.

Class Wide Schedules-

There are many ways to present the schedules. As we go through looking at the examples

keep in mind every student is different so provide them with the level in which they can excel.

You can have a schedule that everyone in the class uses to reinforce prediction, independence,

and organizational skills. Make sure to review the schedule often as a class to build up a habit of

referencing resources in the students. The class wide schedule will help students who are

functioning in the classroom but take a lot of your time. Some students with ADHD, ADD, or

Asperger syndrome will respond well to a schedule used by everyone. This student must have the

capability of sharing without triggers. When putting a schedule in place remember depending on

the student they may be dealing with a variety of changes during introduction so think carefully

how you want to present it. A student who has autism would not be ready for this in the

beginning. Scaffold the structure in a way that sets the students up for success. Again this

decision is determined by the individual student. No one style of template works with children

who have special needs.

Tip: be careful with

adding times on

individual schedules. If

a student obsesses or

follows time

independently it may be

a trigger.

Tip: Keep in mind the

schedule to the right would

not work if the schedule is

always changing.

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The two examples above list the activities in order starting from top to bottom. The

schedule on the left indicates the student has good literacy skills. It does not have any pictures. It

also has an indirect way of reinforcing time. The pieces are interactive so the schedule can be

adjusted during unexpected changes. The photo on the right is more visual. It supports beginning

literacy skills. It has the words so students can learn them as they associate text to picture. They

have made it so many steps up to this point. The last step with this schedule would be to take

pictures away slowly possible shrink them first so the student do not rely on them as much. You

could even cover one at a strategically arranged time to cover up the photo. Typically, you would

see it in lower classes. However, it would be just as effective in a class with students who are at

the “Entering” or “Beginning” stages of English language acquisition, or students with literacy

needs. To make the visual calendar effective for a SSN room you need to make sure to make the

pieces movable just in case the day shifts.

This teacher has strategically place the schedule next to

the calendar and attendance. If a student is more successful it is

because it adds reinforcement to the morning routine. It

indirectly teaches the concept that time is shared in the activity

of Today’s attendance, a schedule and a calendar. The student

may not be able to verbally express this well but this is where

the interactive pieces come in to play. An activity can be built around these devices to increase

exposure.

Tip: Using the actual pictures of students can increase peer interaction especially with a student

who has autism.

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This schedule is also placed next to the calendar. This is

presented to students who are learning basic classroom skills. It adds a

touch of interaction that is unique. The pictures are removable so the

schedule can easily be adjusted. The spiders may be a topic they are

covering. As the activities are completed the spiders can be put into a

finish pocket at the bottom of the schedule. This would work with any

student who has a lower academic ability. To make it good for a higher

academic level, just add words. Then take those words away as their academic skill rises until the

schedule has nothing but words. If the students struggles with schedule changes you may want to

shrink the pictures and take them off later when the child is not so dependent on the pictures.

You may see this behavior with students who have autism, OCD, or obsessions. It could also be

used for individual students who have moved their center focus to everything in the class and

away from themselves. However, they just are not quite ready to share a schedule. We can call

these types of schedules - individual schedule at a distance.

Individual schedules-

An individual schedule at a distance will be located away from the student. The student

may not be ready to share a schedule for many reasons. One might be they have been using the

same pictures for their schedule but they are not the same as the class wide schedule. Sometimes

with students who are transferred from other facilities come with their interventions. It could also

be the school acquired a new pictorial communication program. In this case it is important to

move away from the pictures slowly and to the new ones slowly. Another reason is a student can

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feel territorial. If the student had ownership of their schedule for a long time they will need the

steps of change broken down into smaller goals and a longer time frame to complete the change.

Here is another type of individual schedule at a

distance. Each one has its own look. This is because the staff

evaluated the individual student’s strengths and weaknesses.

If you look closely you can see one has pictures. They color

coded the schedule pouches and is using a check off method.

Many of the covers can be written on with dry erase markers

and erased at the end of the day. You will most often see

something this elaborate in a school designed for Autism or behavioral students. This would

work great for introducing agenda which is something they will need to do in middle school and

up.

These sets of schedules to the right are very basic. They are

designed with a strip of Velcro from top to bottom. This creates a

completely adjustable schedule. The pictures are big so you can tell

the students comprehend pictures better than words. I do see small

print to create the awareness of print. You might see something like

this again in a facility specializing in treatment plans or in a classroom

that specializes in students who need visual support.

The picture shown to the left does a great job of defining the

different sections on the schedule. You could use this to your

advantage in many ways. As I look at it I notice that with this schedule we can reinforce a

student’s behavior by giving starting/ ending points of an activity and include some form of a

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motivator. This schedule would work best with students who need immediate reward. If the

student can wait longer than it would be appropriate to set up a token exchange for rewards. This

is a perfect opportunity to tie it into the school PBS system.

There are many different styles of schedules for individual students. The schedules are

designed on strength/ weakness theory and positive reinforcement. It can be away from the

students as discussed before, on the desk, or mobile depending on the child’s need of reminders.

The more a student needs to be redirected the closer they need the schedule.

The easiest schedule is a check off schedule. This schedule

needs to be used with students that can handle changes in the day. This

way if changes occur like it does in a student’s day the activities can be

crossed off and rewritten in the correct spot.

This kind of schedule will not work with a

student who has problems with unscheduled changes or obsesses over

errors. It would be hard for this type of student to deal with the visual

appearance. This kind of schedule to the right is typically used with

students who have been diagnosed with ADHD or needs similar.

Tip: use this format for “if and then” process. If you work, then you get a reward. It would just

appear to be longer.

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Sometimes, schedules can be written out like a to-do-list. The one

shown to the left can be checked off and allows a spot for the student to

insert notes. This one is for a child who can handle this amount of

information and has good literacy skills. This would work well with high

school students who just needs help with memory or organization. Each

one of these schedules can easily be created in the Microsoft word using the insert table tool. It

does not have to be so colorful.

When a schedule is consistent it is good to laminate so you do not have

to keep creating the same schedule over and over. If you notice the one on the

left also has been glued on a piece of construction paper before laminated. One

good thing about this is borders are known to bring a student’s focus on the

inside. This indirectly redirects the student independently.

This schedule is for an individual student who speaks and reads in pictures. It is

consistent and is laminated. This schedule would work well for

a student with autism. A student that will have the same

schedule every day and the same pattern no matter how the

classroom runs will benefit from this type. Another way to look

at it is to consider, if the student’s day only contacts with the

class’s activities a couple of times a day. The limitation to this

schedule is you would have to create a new one every time the

Tip: use expo on lamination during writing to sooth a student when frustrated.

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activities or pattern changes. The biggest suggestion with creating a laminated schedule is to

create it so it can be adjusted as easy.

This schedule is very basic. It is a laminated piece of construction

paper with strips of Velcro. This schedule is intended for students in

preschool or kindergarten. Notice the centers are label with shapes.

This is a great way to enhance independence. Attach the shape to the

table where the center is assigned too. It also is personalized and

encourages reading by having the student track the pieces left to

right.

This schedule is designed for a student who has blocks.

This could be good for a student who responds well to pictures

but is getting closer to having words. It includes times so the

student does not struggle with mental flexibility. At this age,

the student does not need the paper laminated. It can be

adjusted and reprinted if necessary. It can be placed in the

clear cover of a binder.

Tip: use any obsession to your favor. The child obsesses with numbers you are guaranteed the

student will look at the schedule often if you use numbers as shown in the picture above.

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Believe it or not this wrist band is a schedule. This

is a creative approach to remembering your schedule

without standing out. Once the schedule is decided you

place them around the wrist band and as the student

completes their activities they move around the band.

Sub-schedules/ mini-schedules-

The purpose of a sub-schedule is to help a student who is really struggling with

transitioning in the middle of a class or activity. The sub-schedule will break down an activity

into the smallest section possible. Otherwise, the individual class schedule is too overwhelming

for the student. You would use these in individual classes like specials or on specific activities.

The sub-schedules can also be posted on the wall and reviewed often or with the student at their

side. The first style of sub-schedule is relieving stress through prediction of activities in class.

In this example above the music teacher has designed a sub-schedule to make each

activity clear and concrete for the student. This way the student can pull the Velcro piece off as

Challenge: Look around and see if you can find stuff to make that will help the student to fit in more.

It could be a book mark, a schedule [credit] card, or ruler combo schedule.

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the activity is completed. This allows the student the ability to stay on task without constant

verbal redirection that can lead to learned helplessness. For a student who is learning a second

language this is just enough to keep the language barrier from creating a huge problem in

participation.

This next example below is for art class. This one uses a different approach which lets the

students see when the activity is complete. It does not disappear altogether but to the side so

when it is time to review at the end of class the students

will be able to retell events verbally or with the pictures

depending on the student’s need.

The next purpose of a sub-schedule is to break

down the process of an activity. This way the student can

learn how to do something new or continuous. Over time,

this activity becomes implanted in the students mind and

becomes a healthy habit.

If the student is struggling like this student with the process of lunch time and the rules

you can create a path in which the student completes things. This example tells the student to

walk to the cafeteria-wait in line-get the food-sit at a table-eat

your lunch-get in line-wait in line-go back to class. In the middle

while he is eating it lists the rules or expectations as a reminder.

This is a child who just needs help remembering the rules to

reinforce the wanted behavior.

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This next one does the same but breaks up the activity of

going to the bathroom into small increments. This way the student

does not forget a step. Usually this one is used with a student who is

cognitive low. It can also be used with students who are young and

need to know basic health care. It may also be used with a student,

who you as a teacher have decided they have forgotten a targeted step

like washing the hands or flushing. You may see this type of schedule

in a preschool or elementary bathroom wall. The purpose is to target the student without making

the student stand out amongst their peers.

Home Schedule-

Home schedules are a great way to reinforce the structure in a student’s life. This way a

student has the consistency and patterns that fill the whole day. In the long run it pays off in the

effectiveness of an intervention. This is why parents should be encouraged to use visual

schedules at home also and train them on how to use the visuals. As you can see these schedules

follows the same pattern as any other schedules the only difference is the targeted skills will be

those the student would encounter in the home setting. It works the same as to build healthy

habits that will follow them throughout their life.

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This daily schedule is one paper and laminated. It

follows the student all day. This type of schedule will

work well with a student whose day is consistent and

needs little definition. It could be adjusted for a student

who needs better definition by adding individual and

detailed sub-schedule. A good point about this schedule is

it reinforces reading by following the left to right pattern. I

notice the schedule includes homework at home but he is

there in the afternoon so the student must be half day. The student gets back home just in enough

time to wash their hands and eat lunch. It then ends the day with the bedtime ritual. I notice it

doesn’t include times, so it could mean a couple of things. It could be the time will only cause a

meltdown if the schedule is not following the specific times or that times do not really matter

because the student has an internal clock that is already set.

This schedule breaks down the morning routine to

get ready for in this case school. The exciting feature of

this schedule is it reinforces the days of the week and pin

points the next location the student will be going. Each

piece has Velcro and is laminated. This schedule will last a

long time if the correct pieces are created.

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Many schedules can have unique looks about them. This schedule is probably used with a

student who has obsessive behaviors. The person who put it together placed numbers next to the

activities. If you look closely this schedule is broken down the clothes

down into specific items. Many times you can do this strategically to

eliminate targeted concerns. In this case, you can see making sure the

child gets all their clothes on is a hard task. To add a special twist to

the schedule a reward system is added for assured completion. Mom

decides if the tasks are complete and then gives the child a quarter to

put in their jar.

The next sets of schedules are forms of sub-schedules. The first schedule

is the process of getting ready to leave in the car. It is short and simple.

The pieces are laminated with Velcro pieces that can easily be removed

and adjusted. Just have a few premade pieces in a zip lock baggie and you

are ready to go with any necessary adjustments with the schedule.

The one of the right show the activity of going

to the playground. This student performs better when it is about her. So

they show her picture every time before the arrow to emphasis she needs to

accomplish this task. You might be able to read into this schedule it is hard

to get her out of the door.

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This last one tracks behavior also. As the child completes the task

they earn a happy face. This happy face can be traded into for a treat or

an activity. This creates an extra piece of processing for a child with

maladaptive behaviors. They will then through trial and error learn that

doing the right thing will be rewarded.

After discussing the many ways to create a schedule there is only one more topic to discuss.

This is the management of all the visuals this student will need throughout the day. Display the

visual in a compact and Mobil way like a binder. You can even create a book of all the visuals you

will use.

When you think of schedule it may not be the typical agenda looking schedule. You need

to redefine the way you look at it. Define the time length of the schedule your student needs.

They could be hourly, daily, weekly, and monthly.

File folder schedule Binder schedule Book Schedule

Tip: Make sure to display the device in a way the student feels comfortable while using it or you

may find it hidden somewhere.

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Schedules can help a student visualize the

expectations of change. In this case it shows weekends

being at home or being at school. Some students may

need to add doctor’s appointments or fun activities. It

has helped a student with the transitions of returning to

school on Monday. Many SSN rooms will use this to announce birthdays and holidays. This way

the students are aware there is special days in the month. Then by keeping this in their view they

can predict changes in the day.

We can tell Hailey is a reader and is successful with a

weekly written schedule. This indicates she does not struggle with

processing or she has worked with a schedule for many years. She

is to a point we would like the students. This weekly schedule

may be all the student needs to function independently in a

general classroom setting.

Interventions are created to enhance learning. We need to make sure they are learning in

all settings to help increase the abstract thought of generalization. This skill is hard for special

education students. We build intricate devices and intertwine them to promote the most

successful intervention possible. It takes creativity and an open mind but the results are amazing.

The best intervention includes a team. The team is staff and parent/ guardians. It is

important to include and train anyone who spends time with the children. The truth is the team is

helping themselves by involving the parents because by them reinforcing the behaviors at home

you will notice a change at school or vice versa.

Tip: If the student struggles with transitioning make sure to schedule a couple of free time breaks

and/ or sensory breaks. For many students with behavioral problems these are a need not a want.

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Time

Another type of behavioral technique is to work on power control struggles or time

awareness. For a student who is not aware of time it is hard to wait so while you teach a student

how to wait and impulse control you can use timers to sooth the frustration. It also works with

students with power control struggles. It helps to structure activities while at the same time

making the timer the boss and pulling responsibility off of the caretaker. A timer cannot be

argued with or will not change its mind. Use the timer in small increments of time. You can use a

timer to redirect by giving a student a minute to rethink before the consequence comes into

effect. If transitions are difficult you can use a timer to warn the student. Give this student a

couple of minutes to start the transition. After the time is mastered it would be time to decrease

the time if possible. Keep in mind to make the goal achievable. The more success the student can

see the faster the progress is so take it only as fast as the child can handle.

There are many different visual timers out there on the market. Some timers we can use

with the majority of the students but when a student is not able to understand time it is necessary

to make the timer more visual. Below are some examples of timers that are common, fun, and

very visual.

Tip: If the student is still struggling with accepting the timer, it is possible to find one that is

especially fun for the student.

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Some have lights that count down

Some have audio to warn about remaining time

Some the color just fade away until it is gone

The sand timers come in many different amounts of time

All these types of timer are less abstract than the typical timer

Social Stories

Tip: The more visual and less abstract the better the child with processing issues can function.

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Research has shown social stories are useful for behavior. These stories are good for

students who cannot read or are cognitively low. By introducing picture with text they are able to

visually see expectations and goals listed.

The great thing about social stories is they are very direct and positive. If written

correctly you should be able to see as the child reads

their inner voice speaking to them. Many children with

low cognitive ability lack the ability to self-talk

through activities. This gives them the same chance as

any other child. A social story is appropriate for a

student of any age. When using them consider your

student as an individual with specific needs. If the story

does not fit your student it will not do any good.

Remember just because you use words and pictures, it does not make it a social story. A

social story models self-talk and positive behaviors. It does not talk about negatives. It promotes

positive self-talk. Here are just a few examples of social stories below. Boardmaker is a really

adaptable program that makes it easy to create social stories. In the program you can take

pictures out or replace them with pictures the student will relate with better. The pictures should

read the same meaning you are trying to get across especially if you limit the pictures to just key

words.

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Social stories can also be used to redirect behavior. By helping the student remind

themselves to be quiet and internalizing the

information instead of teaching helplessness. The

example to the right allows a student to repeat

expected behavior in different settings. Notice every

line is very positive and direct. They have adjusted

some of the pictures assigned to the words. They

added a picture of the equal sign to the word “am”.

This increases the meaning if the student is just

looking at the pictures.

The last social story focuses on feelings. This

is a great way to reinforce any work that is being

done on social skill. For a student who is a visual

learner a social story makes comprehension easier.

This particular type of social story should also include

the different options given to the student to work

through the emotions. In this example, you can see

they included going to an adult and expressing the

emotion. It only lists one option but it keeps it simple.

No matter the issue you are trying to troubleshoot you can reinforce the interventions

with social stories. They should not be the only solution. They create a balance in the process of

creating interventions around targeted behaviors.

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Motivation

This is an important part of education. Sometimes it takes extra help for students who

have difficulty in learning. Students now are put under pressures and expectations students 50

years ago did not encounter. They struggle with events that could dramatically change their

desire to achieve. Student may or may not be aware of their emotional distress depending on

their personalities.

Here are a few things that may help to get the student motivated. Some of the times with

children in the Integrated Services department may need visual aids to help them process. This

could be a student who just needs a little help to keep moving forward. This page includes

several kinds of low tech devices used to motivate the students. A motivational piece will include

an expectation, a concrete way to follow progress, and a positive result for the student. A good

motivator is something the student will find motivating for them not us. The goal is to find

something with no cost yet still encourages the student to move forward with your expectation.

There should be a balance with putting more weight on the motivator.

This particular board lists the three targeted goals. As the

student behaves appropriate with one of the goals they will

receive a token. They must also know what they are working

towards. The professional working with the student will make

sure to clarify what they did to earn the token. If the

clarification does not occur then the fidelity of the intervention is lost.

Tip: Make sure the board includes the visual support to let the student see the progress they

are making towards the motivator.

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It is possible to locate premade token boards on

some really good websites. Keep in mind token board work

with a wide range of student with needs. It is commonly

found on websites for autism. That is because it is hard to

find good behavior resources working only on behavior.

Behavior interventions are combined with other

interventions because behavior usually affects all areas of a

student’s life.

Below are some more examples of token boards.

Some use coins and some just use stars. This part is

where you can be creative and use preferred items

depending of the individual student. This is why we ask

ourselves questions about the student in the very beginning before the intervention are created.

When using preferred visuals the student interact more with the device.

This other board is very simple it is a board used

with a student where the teacher is worried the

students get overwhelmed easy. One is not better

than the other if the device is actually helping to

improve behavior. It will depend on the student.

Tip: If using a template you must make sure the motivators and expectation meets your student’s

preferred motivators.

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Processing

Processing can be hard for some students. Depending on the factors like the child’s past

or disability processing may be at different speeds and capabilities. There are things you can do

to help the student build a strategy to decrease the gap between themselves and other students.

This section is no different than any other behavioral needs. A teacher must be intuitive and

creative with those needs. Make sure not to decrease those interventions because of age. If a

child needs that intervention just try moving through the intervention swiftly and effectively. All

students need the basic skills to succeed in school. Make sure when you are checking for

processing issue you consider all areas. You must check in stressful and non-stressful situations

as well as different settings.

The processing issues can be different for a variety of reasons. A student with a second

language may have difficulty in this area too. This would not be because of cognitive issues but a

language barrier. Using pictures with this type of student when they are at stages 1-4 can be very

helpful. Then there are processing issues with children who have low cognitive ability. This is

why more visuals are being used in the general education rooms all the time.

Tip: Make sure to allow the student the time they need to complete the processing period.

If the time is to long see if visual aid helps the student process faster. If so the device is

needed. It could be activities in the classroom or activities you need the student to learn so they

can be independent learners. The academic area is one of the most important areas to focus on

with students. It is hard to learn a new concept if you do not comprehend the instruction. It is

important to not assume they know what is happening. You have to know and if you do not try

this method to insure an increase with your scores.

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The device to the left helps the student to visualize

the process of one word being added to another word or

compound words. This allows the student to focus more on

the concept of compound words instead of the individual

words. It works the same with all the other areas of content.

This method promotes phonemic awareness, internalizing

the concept, and critical thinking. This is a great way to

reach a diverse classroom.

A different type of academic processing sheet is the processing the reflection piece of an

activity. This way the student has the opportunity to learn the skill of retelling and internalizing

the information in their heads. This sheet discusses what

happened in social skills group. It gives a visual approach to

learning social skills. This sheet has basic pictures with words. It

would be good for students who would benefit by the use of

pictures for communication. This could be good for second

language learners (stages 3-4). It could help students with

significant needs or with students who struggle with reading.

The next step of visuals used with processing is reminders of

appropriate behaviors during activities. As seen in the picture to the

right you can see this device allows the student to see what is

expected during the activity so they can focus and learn. This device

will work with a student who has a better ability to process. It has a

lot of information on the chart; pictures and words to help

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comprehension. To reach students with a lower ability to process, reduce the expectations. Target

the most necessary skills needed first until the skill is mastered. Then gradually add in a new one

for each one that is mastered. The student above has mastered at least three targeted skills.

Another way to use low tech devices for processing is with the ability to calm down. If

the student loses the processed information from point A to point B see if a processing sheet will

help them stay focused on the goal. If the device helps the students processing then use the

device. The process of calming down is so abstract for students who struggle with behavior or

mood swings that they will need to have a device handy to use as a reminder like the examples

below.

The hardest time for a student to focus is during stimulating situations. Whether it is a

meltdown, an event, frustration, or stress processing can become an issue.

It can be a simple or more elaborate. This one has just the

basic. It simply states the method taught to the student with visuals. A

teacher who reviews and reinforces this method should see the student

mimic the behaviors over time. A suggestion would be to have the

same visuals around your neck so as the student needs direction you

can show the student the picture from an acceptable distance.

This device holds a lot of information. It is connecting several

goals together for a student as a reminder. Once the student has had

time with the ones above it is possible to add in a self-awareness

guide. Each color on the temperature gauge has a different emotion.

This will allow the student to process a connection between emotions

and behaviors. This is important if you need the student to access

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general education. Most commonly you will see this with a child who has autism however it

works well with any student who needs a visual close to them still. So it could work with any

student who has difficulty processing their own emotions or needs.

Their behavior may also be due to the fact they do not have the ability to process basic

needs and wants. Start from the highest level of processing you can and work yourself down

until you establish the student’s processing skills. In the picture below the device is for students

with very low processing skills. This device is used as an interval voice for the student. It is not

to be used with just any student. If the student knows the difference and you use this device it

may make the behaviors worse or damage some of your gains around trust and respect.

This device uses indirect modeling to teach students. The

color coding follows the schools behavior gauge. The star has

been used in the student’s previous devices representing “Great

Job”. The Velcro pieces which go with this device match the

color coding on the base folder. They have pictures and words.

This approach can make the task relaxing and independent for the students as they learn what the

differences are between wants and needs. The pieces should represent the students individual

wants and needs. Needs are water, food, bed, sleep, etc. Wants may be the games they like to

play, the toys they want to play with, and possibly the blanket they just won’t leave in the

backpack. When a device includes objects that are familiar to the student they are able to process

the difference. The folder can be used with many different students just by eliminating the old

pieces and creating personalized pieces for the student. It is possible to even share it by putting

the pieces in separate baggies with their names.

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This device helps a student see if they first do work then they will get a motivator. It

helps the student to be able to discriminate between work and reward.

This is for a student who severely struggles with processing “work

then play” theory. They have very low processing skills. This device

breaks down activities to the smallest unit and only lists one thing at a

time. This eliminates problems of the student feeling overwhelming with directions. It could be

compared to the ability to follow one step directions or multi step directions.

The student present with:

1. Problems transitioning between every activity

2. Attention span of 5 minutes or less

3. A disorder that includes uncontrollable extreme mood swings.

Make sure to wean it as soon as the child has acquired the ability to process

independently. We do not want to teach helplessness. Some students will need the continued use

of this visual if their processing does not improve.

For a student who struggles with physical outbursts it is important the student

communicate with the other party after the negative interaction. They must formally go over the

undesired behavior and give a substitute behavior for the next

time it happens. For some students, this process is hard but

extremely necessary. If a student is not

able to achieve this step without showing

signs of frustration the student is not

ready to return to class so give the student a few more minutes then try again.

The processing piece is crucial. It encourages the self-talk process and

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combined with consistent use it can teach a student to self-reflect on their behaviors and how it

affects others. It will model to a student how to eliminate any hard feelings with staff.

You can use visual aids as a way to teach the process of cooking. You can use pictures

with recipes to allow a student with low reading, social skills, second language learners, and

processing issues or low cognitive skill. This type of processing sheets can be a great way for the

students to perform independently with the activity so they can learn life skills. You may see this

in the significant needs room on life skills or in a child advocates’ group to build social skills

with peers. It may even be used in the speech pathologist language skills group to provide

vocabulary in different settings.

These types of activities work well with a range of students. If the student struggles with

one of the factors above you can use this approach to enhance comprehension. As teachers we

need to get away from the thought visual aids are not appropriate for secondary education. Visual

aids enhance learning they do not prevent it.

Another good way to help a student make good choices is to set up a device which allows

the student to visually see the rewards of good and negatives of bad behaviors. This device is

only to be used when the child cannot cognitively understand that every choice has a

consequence and is just struggling to follow through with the positive choice.

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As you can see in the devices below the activity is listed then the good choice outline is

color coded with the color associated with go or good behavior. The undesired choice is color

coded the same but with red which is an indicator of stop or the bad behavior on the gauge used

in this school. After the choice of behavior (based off the students) you will notice the result.

This method is used with children who struggle with cause and effect. It could be used with a

student with literacy skills because it has a lot of writing. The one on the right will be targeted

towards a student who gets overwhelmed easy. It has a very basic structure.

Tip: Be careful when using this device that the introduction of negative choice and consequence

is not a trigger to worse behavior.

Requesting Many times a student’s behavior can be a problem due to the inability to request the

things they need appropriately. It could be a student who has autism or a communication

problem, or mute. It can also be used with a student who has problems complying with

classroom rules. It is good to use visual aids during times that are hard to transition or will over

stimulate the student.

Sometimes a Student will have problems understanding or requesting breaks when they

are upset. The example at the right can help with this. They are given a set amount of breaks with

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the time on the pieces. This will indirectly remind the student without the care taker being

controlling. By having the pieces they can see how many are left as they remove each one. This

way they will not over use the system. They are given a chance of independence through choices.

This device can be given to a child who has a weakness in compromising. This is very

uncommon to use with most students. This would not be necessary for a student who needs help

understanding you cannot always have your way and you must learn to compromise. The student

would present one of these pieces when they want their way. It must only be used when the

student consistently struggles with compliance and just clearly does not understand how many

times they want their way. In the beginning, to add clarity the teacher can give a reinforcer or

motivator when the child reacts appropriately after given a direction and does not use a piece.

Over time the lesson of listening to the teacher is taught indirectly without micromanaging. Only

use this if you are capable of following through consistently. You have to be willing to let them

win no matter the situation. Make sure not to go past the 3 opportunities for compromise in a

day.

Tip: If you feel the student does not need 3 opportunities you can decrease it but never increase.

Compromise time Can you listen to

me?

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Self-Responsibility

It is important to expose students with diverse needs into the class’s opportunities of

tasks. It is important to always let the student know they are in charge of their own decisions and

jobs. This builds self-worth and good work ethic. This can be the first steps towards simple

completion of work whether homework or class work.

Tip: Some students who need to have control or need a boost of self-worth respond well to

having a special job in the class. They may even blossom more if they had more opportunities to

help than just a job.

The flip cards below are a great way to approach responsibilities in different settings. It

would have a picture of jobs at home, school, art class, or in the car. It could even be

responsibilities when spending the night at a friend’s house. It would be based off of the students

need. This could be used with students with significant needs, autism, or with students who just

need a reminder of what to do and when to make people proud.

The flip cards below are a great way to approach responsibilities

in different settings. It would have a picture of jobs at home, school, art

class, or in the car. It could even be responsibilities when spending the

night at a friend’s house. It would be based off of the student’s needs.

This could be used with students with significant needs, autism, or with

students who just need a reminder of what to do and when to make people proud. Most children

has learned this ability to work but in some cases the student has not been given ample

opportunities to build on these skills so as teachers we need to make sure they are learning them

if we want them to succeed academically.

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This other example is of a chore list. They have created it as a visual chore chart for

home. It includes the troubled areas the parent would like the child to

accomplish. The same concept can work at school. When a student

achieves the goal they can place possible a sticker to mark the

accomplishment. After so many stickers they earn a reward. The

reward does not have to cost money. Maybe it is a trip to the park or

skate park. You can reward the child with something that makes them

happy but usually the parents don’t have time to do with them.

Another way to help a student accept responsibility is to create a behavior plan. The

student needs access to the age appropriate plan whether it is written or visual. This way they can

identify the areas of achievement and areas which need improvement. The visuals create better

understanding when the student is in a stressful situation.

To the right you can see a behavior checklist. This is a

way for the student to be aware of their behavior so they know

what needs to change and take responsibility for their actions.

It is not enough to have it on the wall or to look at it every

now and then. It is important to discuss with the student what

could have happened differently or the things they did great. It

is good to embellish great behaviors so they understand how

great it feels to make good choices. This will speed up the

process of accepting responsibility.

Right: The example above has the student check the behaviors they struggled with that day and

finish the letter to their family unit on what they will try do next time.

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If the student’s “good days” are few and far between, it is important to consistently work

on their understanding, the connection of their choices, and how the outcomes vary based on

those choices. A part of becoming a great adult is learning to take responsibility for those choices

and realizing what they can do differently. They need to be accountable to someone.

Communication

This can be a big problem for students who have language disorders or are mute. It can

affect students with autism or second language learners. However this is too much for a student

who struggles to communicate due to a language barrier. Instead you can just create visuals for

the activities to go with normal work level. A student who struggles to get across their point will

act out in many ways. This is such a large area to cover but the main thing to remember is to give

any child who cannot communicate a way to express their wants and needs. Get creative with

visuals that will give them many options. Include communicating your feelings and make sure to

listen whenever they talk. We can’t shut off a child’s voice we teach them the right time to use it

so we need to do the same thing when teaching a new device. At first worry more about the use

and not at the appropriate time. Once they have that down you work on the appropriate time.

They must have the ability to express dislikes. The students have more patients when telling

someone something good. They have meltdowns more often when they are frustrated and need to

communicate it. Make sure to strategically place words the students need. Most times the devices

have limited space so pick wisely. You must include emotions, yes, no, and core words.

In the examples below you will notice diverse methods of communication. They are

separated into two categories. They have low tech and high tech.

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Low Tech-

Low tech devices are non-electronically devices used to communicate. You may see

these with just touch boards. These boards are used in a class and

as the child wants to say something they will just point to the

correct picture. This is a simple form.

The touch board to the left focused on a

small sample of items. This technique limits the student’s choices. It is

similar to the PECS theory that we will see later in this section.

Other forms of communication are with feelings and emotions.

The two examples below give the students a chance to express their feelings to an adult. This

skill is vital in controlling ones behavior.

The one on the left uses a stop sign. This can also be used

with processing appropriate times to talk if you use different

words. In this case, you can see the creator has matched desired

behavior with the color. If the child is calm they are sitting still at

their desk. They had the student raising the hands for help during

the caution or stop light. If this is not easy for the student to

understand add characters they like to increase interaction. The

student will need someone to push the method until the student understands the need.

This device is cleaver. It is simple and would work with a student who is cognitively low.

I could even work with a student who has autism and struggles with their own emotion. All the

faces are provided but the student places the emotion they are feeling in the center of the face.

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When working with emotions you may have to encourage an

overuse of the device while modeling. Emotions change quickly and

the face should emulate that process. Doing the modeling correctly

is the key to the devices success. Until the student understands their

own emotions the child will have outbursts and be unable to get

access to general education.

Sometimes the student struggles with inappropriate behaviors due to communication only

in specific settings. To help the child to build social skills on the

playground with peers you could use a device like this one. The

student picks a student’s name to play with a specific activity.

For students who do not play with peers you could adjust this so

they will play with others and build social skills. You do this by

adding the names yourself. Keep in mind with a student who is a nonreader, cognitive low, or

autistic you could add pictures of the classmates. This way they can be independent with the

process.

This form is PECS. The subject and predicate is on the

communication strip. The student only needs to add the item

they want or need. Then present it to the care giver. As the

student builds up vocabulary the expectation can increase. They

can start switching the starter from I want to I need or can I

have. This process is usually the beginning steps of

communication and will get the student ready for a long term device. The student who would

continue to use this would be one that has difficulty with loosing or breaking things. Years ago

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before technology this method was commonly used. They even had similar communication

devices created to travel easy.

These set of flip cards are on rings and serve the same purpose of

the PECS system. PECS has a variety of different strategies for allowing

the student to talk out in public or a fast paced classroom. Some students

are provided a wallet that also provides them the

ability to blend in easier. Boardmaker is software that

provides easy access to the pictures and templates for

these products. If the template is not on the software

you can save your own template to make life easier when it comes to

making any changes.

With the next device talks but it is still considered low tech. A

teacher can create the words needed to communicate then record a peer

voice to give the student a voice. The “To Go” has several different

machines only by the quantity of pictures. The top row is fixed with

stationary starters or general responses used in every five levels. In this

case, the lower four rows are used only in the specific levels. They will change as the levels are

switched over.

The switches are also low tech. Both machines use batteries but

offer a way to express targeted communication. These devices are not

easily broke so they are useful machines at a minimal cost.

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High Tech-

High tech devices have a higher quantity of choice with communication. It gives a voice

and is very interactive. The devices attach

to wheelchairs and have many extra devices

that can be attached to these devices so

students with physical limitations can use it

effectively. A student with cerebral palsy

can control the machine by using a finger,

their mouth, or head. In the past, the

augmentative communication devices were heavy and bulky. They provide devices that are

improved but not as good as some devices with apps.

Now there are grants to help schools get I

Pads or I Phones for students to use as

communication devices. The apps can be useful

when trying to fit in. These devices work the same as

the low tech devices. The teacher assigns different

picture or the app does and then the student uses

those picture to talk.

There are way too many ways to help a student who cannot communicate to ignore this

technique when working on behaviors and academic success. A child should never be left

without a way to communicate to others. It takes time to create and implement but the end results

are amazing and productive. You can change the outcome of the child’s life.

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Sensory

Sensory is a need within the body to resolve a greater issue. Sensory revolves around the

five senses. Sometimes a student may need a sensory integration diet. Many times sensory needs

will affect a student’s behavior. Determining the extent of the maladaptive behaviors must be

assessed before calling in the district’s specialist. Sensory needs are a complicate arena and needs

special training to determine what is going on. The sensory needs are determined after the OT does

an assessment. Until a teacher has enough data to show the student’s grades, the student’s behavior,

or classmates are affected by the students sensory needs there are a few things you can try. When

you have the data required to call in the specialist do it as quickly as possible. We do not want to

waste any time on the earliest intervention.

The goal of a teacher is to substitute the undesired behavior with one that is acceptable.

The purposes of using these devices are to correct or extinguish a problem. When using a device

with a student there are some things you must remember. The first thing you need to do before

using a device is set the ground rules with consequences. Make sure you use the consequences

consistently as with any behavioral technique. The student must use the device as instructed. The

second they use it as a toy or breaks a rule it must be taken away. This does not mean forever but

long enough to make a point for some students that may be one minute for others with a longer

attention span it would be more time. Make sure not to keep it away too long or the student will

act out or gives up on the object. The purpose of the correction is to teach appropriate ways and

times in which to use the devices. Do not detour the student from ever wanting to use it again. This

means it has to be done in a quiet way without pointing the student out. This is the most effective

way or you will end up in a meltdown or argument. To get an idea of what kind of devices can be

used to help fidgeting, frustration, and the lack of ability to focus go through the five senses below.

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They are just a few ideas of sensory items the OT may ask you to use. Until then the process of

finding the right device should be introductive and exploratory. Be ready to inform your OT what

has worked and what has not.

Smell-

Aroma therapy has its benefits. Explore scents to find something that helps relieve stress or awaken

the mind. The first thing a massage therapist uses is specific scents to calm the mind and body.

Scents have even been added to baby baths or lotions to help people sleep.

Solid stick Gel

freshner

Scented oils through

wicks

Scented oil

defussor

Scented oil bowls Automatic air freshner

despenser

Gel Air Freshener Scented oil heating

system

Scented Candle Air Freshner

areorsol spray

Air freshner spray

none areorsol

Tip: Be careful your students may have allergies.

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Touch-

Tactile devices serve many needs and can be relaxing for students. You can create a distraction or

a way to focus depending on the need and setting. Finding an item to prevent unwanted behavior

can be difficult and time consuming. When using the devices for relaxation students with low

cognitive or Autism will need to be encouraged to use them often. There are many ways to help a

student’s need to touch something or be touch by something. Here are just a few examples of kits

found on the market today. Keep in mind each item has a different purpose; some items will

stimulate a student while others may have a calming effect.

Sometimes just having things to touch can give a student some relaxation which results in

better behaviors. Below are some different activities to explore. It is more cost efficient to think

about the purpose the objects fulfills for the student and create something of your own by using

Tip: Contact your district Occupational Therapist (OT) if unsure the purpose of specific items.

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dried beans, water, rice, or filled Ziploc baggies. You can duct tape the baggie on all edges to seal

it and prevent leaks.

Water…...

play mat….

Tactile

boxes

Soft fan

Textured

fabric

Finger

painting

Water tub

Spatial awareness

Here are some sensory for touch that helps with spatial awareness. Some children need to

feel the swaying to relax. Your district Occupational Therapist will let you know if your student

can benefit from the swinging devices. Many students find a disc seat can help in the classroom

but beware it may cause the opposite desired effect on the student. The disc seat has many different

textures so keep this in mind if the product doesn’t work and try a different texture before giving

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up. The spatial awareness is not very noticeable but if you release a little air the student can wobble

side to side.

Tip: You can observe and take data on a student during recess on the swing set outside to see if

it has a calming effect.

Large Sensory

Ball

Disc Seat Sensory bowl Scooter Hippity Hoppity

Ball

Below are variety of swings with different purposes. Your school occupational therapist

will know how to use them effectively. Make sure to ask if it is determined they need OT

services.

Pressure

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Many kids with sensory issues may benefit from pressure techniques. A couple below you

may have seen before in classrooms. Many times putty is given to a student in a container and

sometimes there are items inside. The removal of the item puts a specific pressure on the child

completing the activity. Some chewing devices can increase student awareness and participation

with training. The tubing comes in many different thicknesses so the pressure is different. Some

of these devices can be used with a variety of students while others will be used with students on

the autism spectrum or a sensory disorder.

Fidgeting-

To help most students in class with fidgeting a teacher can try a few things before calling

the OT. Putty and Play-Dough work well to keep a student’s hands busy

and focus on the teacher. Putty tends to last longer. At the side there are

different characteristics with the putty. It allows

students to apply pressure to release tension from sitting

at a desk and working. It may be just enough to keep the student working.

Sometimes they may need different seats. We discussed the disc seat earlier but a student

may also benefit by using a student’s chair during circle time instead of sitting

on the carpet. If this does not work use a bean bag. This techniques helps the

student mentally think they are being coddled and can decrease movement

without containment. Each one of these methods provides a different level of

pressure to the student’s body. Students may respond differently with each

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method throughout the day. It may not be so much the device as the need a student has at the

moment.

Sometimes the type of pressure they need is an oral fixation. An oral fixation can be hard

on clothes, cords, and people because they always have the need to chew on things. The

maladaptive behaviors can be changed by substituting the undesired behavior with one that can be

acceptable. Sometimes a student will outgrow this issue and others may not. Until this occurs try

to help a student focus on their work by providing the substitute behavior. Below are some devices

you may have already seen in the classroom.

Focus-

Some devices are hard like this chew stick. It is created with the sole purpose of working

on oral fixations. However, sometimes this device is harder than the child

needs so you may need to explore the amount of pressure a student will need

to use during the chewing process. Put yourself in the place of the student and

see what they are getting out of a certain movement.

The different pressures can be seen in the chew tubes and straws. Tubes have the greatest

range of pressure. The thicker the tube the more pressure needed until the teeth make a connection.

To make the tubing less noticeable, put yarn or a string

through the tube to make a necklace or bracelet. This way

the student will not lose it either. Another idea is to stick

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the tubing over a pencil if the student needs more pressure on the teeth. Look around, have fun,

and be creative. Think outside the box.

If it is hard to get the student to chew on the tubing it may be because it is soft. You can

explore straws. The hardest straw would be the crazy straws. This would be

when a student does not want any give while chewing. This means they

prefer a lot of pressure. This may help a student from grinding their teeth.

This gives them the same feel as rubbing the teeth together. If this is too hard try the next step

down. Coffee stirrers can be hard but because it has a small whole it has

some give in it. This may be the same as chewing on wet paper or cotton. If

this is still too hard go with the household straws that children use every day and

can be easily supplied at home and school. Each one of these things can help with

focus on the instruction.

Weighted vests come in a variety of styles. They are needed by a student who calms down

and focuses when pressure is applied to the outside of the body. They may want to keep their coats

on or seek affection. This behavior can be distracting for all students and take

away from the lessons. Some weighted vests have extra

pressure points. Sometimes in the form of Velcro tightening up around the

child’s body or targeted patches hitting specific spots of the body creating

more tension or weight. Other vests have empty pocket sealed or open to put weight in. These

would be the easiest to make for a student. In the pocket put weighted bean bags

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that have something in it. Each one will weight a different amount so you can use it on a variety

of students or adjust as needed throughout the day.

Another way to go with pressure is a weighted blanket. This

can be used in the classroom by younger students. The blankets can

range from light to heavy. They can be big or small. They can be just

big enough to through over the lap. These may work for students in

higher grades. This way they do not stand out that much.

Tip: When looking for a weighted blanket you need to remember what they are made of can make

a difference. They have some out there with different textures.

Students that can benefit from these sensory strategies are not limited to autism, low

cognitive skills, or sensory disorder. Some student struggle with maladaptive behaviors due to

mild sensory needs but so unnoticeable it is over looked. So when your student starts to act out

and needs help focusing try a few sensory techniques. They may not work but they may and they

will be back on the road to academic success. It is important for a teacher to contact the OT with

these strategies. There are stipulations about length of time the student can wear it without being

harmed.

Below are some more extreme methods of pressure for the student’s body. These

techniques would be strategically placed in the SSN room or a sensory room. Students with autism

and sensory disorder might benefit from these strategies but under the suggestion of you district

OT. The body sock is elastic and allows the student to apply pressure they desire. The pressure is

created by the student getting inside and pushing out a little or a lot. This gives

the student the control. The fish tunnel work similarly.

It is tight fitting and as the child works their body

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through the tunnel pushes against their body. A teacher must be careful the student is not

claustrophobic because once they are in it is hard to get out. The body press is often used with

students who have severe sensory needs and must be used by trained personnel. Check with your

school OT to see what forms if any need to be signed by the parents before using. It may be that

there is no issue with using it but it is always better safe than sorry when working with devices

that apply pressure. This way the parents know the possible effects of the device.

Visual- When working on sensory in the vision category you will see it should be set up as an

exploration time or breaks. These kinds of devices can help with students who need to work on

cause and effect or need spatial awareness with smaller objects. You may see students on the

autism spectrum, cognitive low, and visually impaired. Be cautious the item may make it difficult

to return back to work. It would be a great time to work on their goal of transitioning. With this

type of sensory need you will notice the student needs a schedule and possibly a way to process

49

the rules. When you add this in the sensory diet you will probably even add in the sensory break

pieces.

Light box Water mat Cause and effect Mirror and objects eye shades

Colorful

parachutes

Lights and

objects

Sensory stands Sensory wands Air and

objects

Auditory-

Some students can get help with sensory issues using sounds. There are sounds to calm and

sounds to stimulate depending on the students need. Already, some classes use music during

reading or test time which promotes relaxation. This method can be used class wide or individual.

Unfortunately, it is common a student who is first learning to calm themselves struggle with the

feeling. It feels so unfamiliar they can sometimes fight or feel awkward using the device. It takes

a teacher encouraging and fostering the importance of the strategy to create the reason. Just long

enough for the student to become familiar of the new feelings. You may even try a dark area, a

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weighted blanket, or possibly a fish tank for them to watch. This helps them to be distracted while

they learn.

Various sounds to relax and stimulate White noise machine

Taste-

Another sensory need is taste. It is important to pay close attention to any allergies and

concerns the parents have about certain foods. Keep in mind not all kids react to the taste the same.

Sometimes parents just wish certain foods kept out of their child’s diet. After talking to the parents

you can try this but not sure if it is a very useful in an academic setting.

Oranges and lemons can wake up the senses and maybe help them focus. Foods that have

texture may actually be helping through the sense of touch. The touch can be stimulated by the

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texture of the food. Just like gum it is not the taste as much as the action of chewing that helps a

student to stay focused.