About R/G Choices
Teacher Talk: I Use R/G
Daily Sheets Home
Small Group Samples
R/G IEP Goals
To The Bus!
The Fire "Yell"
High School Materials
Additional Red and Green Visual Supports
Green (2003) © "Red and Green
Lisa G., Preschool Itinerant Special Needs Teacher
/ Speech & Language Pathologist
Mrs. G. uses "BoardMaker (TM)" and hand-drawn Red and
Green Choices for her students. When students' behavioral needs are
mild - group directions are given using the red and green
necklace she made during the September 20, 2003 weekend. Mrs. G.
worked as a SLP (Speech & Language Pathologist) at a county program
for about 17 years, then became certified in Preschool (Early
Education of the Handicapped) to become more involved with students.
She provides valuable communicative information to others.
Below: For students
with more intensive behavioral needs, Mrs. G. uses individual visual
supports to provide exact expectations and meaning. She made
individual behavioral choices with red and green cards to be placed in
the red/green double-sided pocket. She turns the pocket around for the
"positive opposite". She made this charting system for the 2002-03
school year for a student new to our preschool system, and new to red
and green. Mrs. G. made a red and
green magnetic board for individual students. When a student is
choosing green, the green happy face magnet moves to the green choice
Mrs. G. works in the
same school system as Irene, who showed her the effectiveness of using
visual red and green supports to provide students with a predictable
and static environment with choices. Mrs. G. has since applied her own
Red and Green Choices strategies according to her individual or group
students; needs - based upon preschool or early childhood educational,
social, communicative and behavioral expectations. Mrs. G's
regular education preschool teacher and special needs aide immediately
requested a Red and Green Choices necklace - Mrs. G. commented on the
positive support she receives from the other teachers. Thank you to
Lisa I. and Kandy B.
On September 30, 2003 Mrs.
G. made a new red and green choices picture card for a three-year old
student using "BoardMaker (TM)". This follows "Cindy T's" book theory when
first developing positive school behaviors during a specific time. The
student at first needs their own 'reason' to sit with the group, while
the item also provides sensory input or calming. (click to enlarge)
A NOTE FROM IRENE:
When other teachers or support personnel see Red and Green Choices
working - they want to continue its implementation and spread its use to
more children. Support and consistency is a key factor when developing or
redeveloping behavioral expectations in children.
Materials / Pictures Irene Has Made:
When it is too timely to make
computer-generated picture cards - Irene draws pictures. Many
interventions are provided quickly "on the spot", with adaptations and
modifications made along the way.
On September 30, 2003 Irene
(as an Intervention Instructor) created this quick red and green choices
system, upon request from the general education kindergarten teacher.
It is for a student with Autism learning how to sit independently at
circle time in the large group environment without an additional adult
providing 1:1 attention. The student has already established a
relationship based upon the theories of "behavioral trust" with
Irene. Now, the student is ready and learning how to display appropriate
large group circle time behaviors without her presence. The student is
provided with visual "self-prompting" red and green choices
techniques, a "designated area", and a sensory input device to
The red and green choices are specific to this child who engages in
singing & verbally repetitive activities with the group. He realizes the
red choice is "no red yell" when others are quiet, while the "positive
opposite" is "lips still". He has learned how to raise his hand and
ask to go to the restroom, and engage is verbal activities when
appropriate. If he has a specific need to communicate, he (1) raises his
hand, (2) hears his name, then (3) tells or asks. Communication is
always encouraged, but always through appropriate means. (Ex: instead of
yelling, raise hand)
The green arrows mean to stay in the square. Once this behavior is
learned, the tape will be removed. For now, it provides structure and
predictability to his environment, with specific expectations during
that time. The other children in the large group have become very
assistive to him, and have a general large group red and green choices
card for them, from the regular education teacher. They are permitted to
be assistive and a friend, but not demanding or "mothering" - meaning
doing things for him with no request, or ignoring him. Successful
inclusion is a collaborative effort between adults, and children. Note:
He sits in the back row so intervening adults do not disrupt the entire
group when providing specific strategies. Click to enlarge photos.
These Green Choices Lists / Sequence Cards were Made for the 1999-2000
School Year using "BoardMaker (TM)"
A Green Choice Expectation Card for a First
Grader in the Resource Room - to Work Independently at the Desk - 1999
A Green Choice Sequence Card for Expectations in a First Grade
Homeroom (Large Group) Class in 1999
Made for the 2002-03 School Year - to Provide Meaning through Pairing
with My Reaction
Made for the 2002-03 School Year for a Kindergarten Student with
Physical Aggression - The Red Choice Side has Descriptions like "Teeth
Out Mouth" and the Green Choice Side Indicates "Teeth In Mouth"
This was made for a Kindergarten Student for the 1998-99 School Year to
Create Meaning for Green Choice Items
This was made for a Kindergarten Student who Loved a Favorite Computer
CD-ROM - When Green Choices were Made, This was His Green Choice
Item/Time - I used the digital camera to take his photo holding the CD.
This was made during the 2003-04 School Year for A Student to Walk
Independently in the School Hall & The Sequence - On the Back are The
Opposite Red Choices - It's His Hall Pass
The "Are You Working" List Created in (Sep 2003)
Sometimes a Favorite Green Choice Item is a Game - The Student Takes the
Card to Large Group Classrooms as a Reminder to Earn "Yes Green" to Earn
the Favorite Green Item (Sept. 2003)
Charts & Lists are Posted in the Doorway for Students to Take to Large
Group Classrooms (2003)
Academic Assistance Charts are Taped in Student Areas to Promote
Independence & "Self-Prompting" (2002)