Cindy T

Yes Green and No Red Adult Reactions

I began using this picture to elicit meaning to my reactional or emotional state to a particular student's school choices. When red and green choices were explained, expected, then chosen - I reacted one of these two ways. I either agreed the action was green by clapping my hands, smiling and saying yes green, or the opposite crossing of my arms and shaking my head no while keeping my lips straight. At first I would need to overreact and over exaggerate my emotions to convey understanding of social cues that corresponded with behaviors. I would then pair the picture preceding an expectation (antecedent stimulus), and ask the student - red or green. This could prove effective when first beginning a trustworthy relationship with a child based on behavioral expectations. Let the child know what your face and body gestures will look like. Would the child prefer you happy, smiling and clapping and saying yes - or the opposite. The child may need time to realize there is a relationship between their actions and your response. Remain consistent, predictable and firm.

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Use the extra space under Yes and No to write individualized expectations like;
Mrs. ___ Happy Clap! or
Mrs. ____ No Happy.

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Could the "No Red Yell" Behavioral Response Lead to an Eventual Uncontrollable Situation a Few Months From Now, or Even When The Child Is Older? Would You Rather Provide Positive Alternative Behaviors Now, When They Are 4, 5, or 6 Years Old - Or When They Are 10 or 14?

When Students are Older, this May Become "Green Calm Tell or Ask" Instead of "Red Mad Yell Words".

Yes Green Talk and No Red Yell Student Behaviors

Use Pairing to Elicit Student Understanding of Red and Green Choices. Pair the Green Choice Expectation with Verbal and Visual Stimulus. The Green Consequence (Your Reaction, the Markers You Hold Up) Needs to Mean Something to the Student. Would that Student Prefer; Your Face Be Happy & Smiling While Your Using Positive Reinforcement, Telling the Student How "Green" Their Choice Is, and How Happy You Are, or the Opposite Reaction? Change Your Tones and Expressions like Mrs. Kriggs does for Cindy T. Begin a Positive Relationship using the Theories of Behavioral Trust - Support the Students Feelings, Allow Them to Be Successful! Use Modeling to Describe the No Red Yell Behavior - Does the Student Realize What Yelling Is or Means, or Sounds Like?

After initial pairing (positive adult reactions), and conditioning green, then pair it with a high response student item. The next step could be green stars or red X's on a chart, or computer time. While at the computer, have a Red and Green Choices drawing of why they are at the computer. Draw a yes green computer with the yes green talk picture.

Try to think of the students' behavioral reasoning skills. Why would they display green choices? It is worth it to them? Do the consequences of their green choices meet their needs? click What is the future rate or probability that child will display the green choice behavior again?

Putting all actions into behavioral terms should help meet the needs of the student AND the intervening adult. Is it working? If not, then change it. Refer to the "10 Part Plan".

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