Niki

"I was very scared. I did not want new next grade teachers. I didn't want a new next grade desk. I didn't want anything new next grade nothing. But my mom and Mrs. Kriggs said everybody gets new next grade teachers and new next grade things. They said that's what happens when you go to the next grade."

"When I was littler at next grade orientation, I didn't like my new next grade desk. So I ran out of the room. I ran until I stopped. I ran all the way down the hall. I ran to my last year's grade homeroom. Then I lied on the floor and screamed by my last year's desk. My last year's desk did not have my name on it. It had a different name on it. Then I tore that name off and flinged it in the air until it landed... Then Mrs. Wilson told my mom to go and get Mrs. Kriggs. I know what that means. So I stood right up and waited by the door as green as I could until Mrs. Kriggs came. She said nothing, just snapped her finger and pointed. I walked to her room as green as I could and stood in the box as green as I could. I got red at next grade orientation."

"I can think of something since I'm older now. I am going to take care of going to the next grade on my own. I want to make green choices this time. I am going to be ok."

Click then Print

This could also lead to an eventual uncontrollable situation if ignored.

Try to intervene and provide explanations so students are aware of expectations.

Set high, reasonable, and achievable behavioral standards. Then expect the student to choose acceptable and tolerable green solutions to situations.

Practice! Practice!

Continue to monitor consequences. Is it STILL worth it to the student?

Talk or Complain

I created an explanation similar to this for a high-functioning ASD student in third grade. Red complaining included phrases inappropriate for school ("I hate school!", "I won't do it!", etc.), after finding fault in unforeseeable circumstances in the large group classroom. The situations included taking a test, then having no time for a book, a sudden change, or disliking an assigned task.

The student needed assistance adapting to changing and somewhat unpredictable conditions within the school day. Or, at times the student needed to follow directions and complete assigned tasks when asked.

In this picture, I wanted him to "see" what 'red complaining' looked like, and how the other children are responding.

We always talk, write words, and draw possible acceptable and tolerable solutions to each and every situation as they occur, in green. We do the same for unacceptable and intolerable red responses to stimuli. We practice situations in the resource room, and discuss the consequences to behavioral choices.

To make sure he knew what "complain" meant, we looked it up in the dictionary. Then he wrote down the definition and copied (in red) the aide's list of "red complain phrases". (I write down exact phrases students say during these times, to use later. I also direct my instructional aides to do the same. It is very easy to forget what EXACTLY was said.)

The student is well aware of what I do when 'red complain' happens. It was explained, expected, then chosen. He knows red complaining takes off five minutes of beloved computer time (high response item or natural reinforcer). But this red consequence needed to be practiced, and eventually accepted. For this student, when break-time comes, it is not fun to sit at his desk with nothing but the timer for five minutes - before going to the 'green choice computer'. The computer is his desired chosen end product, or result.

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