“Irene’s $1,000 Question”
Copyright © 2003 Green Irene

What I do at school is make sure my students understand the information I present to them, by using varying techniques through providing different perspectives.

During the near end of my presentation on October 16, 2003 at the Autistic Spectrum Kids Support Group Meeting at Fisher-Titus Medical Center, I emphasized the consequences meeting the needs of the students. Questions were asked about students being “unmotivated”. Then after the meeting, many individual questions were again asked about the topic of consequences meeting needs.

Section 1: Do the Consequences Meet the Needs of the Student?
I will provide a different perspective about consequences meeting the needs of the student, using an adult situation. This situation is about you.

Does this consequence ($1,000.) meet your needs? Is it worth it to you? How often would you display this behavior for this arranged consequence? Remember, it is your high response item. It’s the $1,000 you want everyday.

Now rearrange the consequences for an adult.

Does this consequence ($1,000.) meet your needs? Is it worth it to you? How often would you display this green choice behavior for this rearranged consequence? It’s the same high response item, but with different green choice expectations.

Now a child example:

Does this consequence (computer time) meet your student’s needs? Is it worth it to them? How often would your student display this green choice behavior for this arranged green consequence? What does it mean to them? The computer is a natural, unconditioned reinforcer. It’s what the student ultimately wants.

Section 2: Arranging the Green Consequences to Increase Green Choice Expectations
Yes, these situations are obviously exaggerated.  Think about a child’s behavioral reasoning skills. Arrange consequences to increase (green) appropriate and desired behavioral responses.

Have the student sit for ____ seconds or ____ minutes at circle time. Then present the green consequence. Provide the response immediately. Quickly produce the green end result – green computer time.

Eventually the intensiveness will fade, through pairing. Green will mean something to that child. After successful trials, just hold up the green marker. The green stimulus is becoming a conditioned reinforcer.

Now think of the future rate or probability of the child displaying the appropriate green behavior. Will the child want to sit again to earn computer time?

Then, after a few successful ____ second or ___ minute trials - whichever your original plan was, then increase the sitting time. Make it an appropriate successful green step. In other words, should you suddenly increase the time to one hour? No. Arrange the next time frame by predicting behaviors.

Then immediately provide the green consequence. The sitting behavior is being developed through positive means with pairing, shaping, positive reinforcement, consequences, antecedent stimulus, and natural reinforcers. The antecedent stimulus is the cards you are holding up. You may also want to consider introducing the audible stimulus finger-snap. It will eventually promote "think green" when the student needs a reminder of Red and Green Choices.

Section 3: Remember Student’s Individual Needs
Be attentive to the student’s needs. If the student threw-up in the garbage this morning, twenty minutes before sitting at circle, should you expect the same green sitting for an increased amount of time? Or should you decrease the time for that day or period? What if during that circle time, a guest presenter will be there? Does this alter the arrangement to the green sitting skill? Sometimes it may.

Section 4: The Introduction of Red Choice Consequences
Decide when the introduction of red adult responses will be. After green success that means something to the child (conditioned reinforcer), provide red choices with meaning. Begin to condition red choices with red consequences. A red consequence is not earning the computer for that specific trial. (Be sure to allow the student another opportunity to make green choices, to earn the green computer consequence.)

But, be sure the student is provided another opportunity to make green choices after an unsuccessful trial.

When the student sees the high response item -the computer- covered with a red choice and red consequence card, then try it again.

Ask the student "go green sit?", or "yes green sit", or whatever you know they will understand.

If the student becomes upset and flops to the floor then you may want to wait until they "green calm" before using overloading language.

Initial development of behaviors begins with green first. Usually, promoting and reinforcing the green behaviors naturally reduces the red target behavior.

Section 5: Supporting Students' Green Choices Successfully
This is another perspective, using adults to provide meaning to a child’s situation and to help intervening adults to think in behavioral terms.

Now - What If Sally Presented the Situation This Way, The First Time:
If Sally provided clear expectations with the necessary tools to support a successful outcome the first time, would you do it then? If she gave you:

A.  Supplies
Map     Key     Shovel      Bee Suit       A Two-Way Radio for Immediate Contact

B.  One-on-One Assistance
What if she does it with you the first time, providing explanations as situations arrive, and answering all of your questions? What if she completes the small steps with you, until you can manage and do it on your own?

Would you begin to trust Sally if she did it this way, the first time?

Would you be willing to assist Sally in building a house? Would you engage in that more intensive and complex situation with many more expectations?

Section 6: Possible Situation, "I'm Using Red and Green, But My Student Will Not Work, I Give Him Red Then He Doesn't Do Any Work The Rest Of The Day."
Think about this situation behaviorally - by putting yourself in a comparable situation. Try to figure out exactly what is happening or being promoted.

Along with your immediate boss (teacher) expecting too much and not meeting your consequent needs, now you are receiving a report (chart) with poor marks on it. This will be on your record. You will need to show this to the supervisor (mom/dad).

How do you feel? Do you trust your boss? Is a positive work (behavioral) relationship being built, or is your self-confidence being crushed? When you show up for work tomorrow - would you actually perform any tasks for that person?

Would you say "Fine, give me a poor report - I don't care." Or, would you say, "Sure, let's do all of that again, and I'll try even harder today!"

What do you think of your boss (teacher) now? What is being promoted? Confusion, frustration and "Behavioral Mistrust".

Stop. Start Over.

It can be a positive behaviorally trustworthy relationship. Your needs AND your students' needs can be met. Have a plan. Think about what to do. If a certain step isn't working, then rearrange it.

There is a difference between:

"USING" Red and Green Choices - Simply Using the Colors Red and Green,

and actually

"DOING" Red and Green Choices - Through Applying Positive Behavioral Development Strategies.

There are many different Red and Green Choices strategies for "Bob". I chose one as a possible option.

Section 7: Final Thoughts
Allow students the opportunity to engage in successful outcomes. Begin a "behavioral trust" relationship immediately. Allow the student to depend on you for explanations, expectations, and choices. Support their feelings and provide the appropriate tools for successful outcomes throughout the entire process.

Build upon small sequential steps successfully through appropriate means, before you introduce other intensive and complex situations with many more behavioral expectations (Sally - building a house).