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
R/G Choices & Consequences
for Specific Individual Students
from Small Group Sessions at Presentations
Green (2003) © "Red and Green
blank chart (print)
These samples were drawn for audience participants to gain a few
thoughts or ideas of how to draw situations, although I often will use
words and conversations depending on the child's language processing
Once students become familiar with your R/G Choices strategy, you can
begin drawing out specific situations. Eventually the student should
be verbally reminded "red or green" and choose desired behavioral
responses. Then, it could just be a visual reminder like seeing red
and green markers/colors. But when beginning a behavioral
expectation specific to an environment, it will need to be
explained, practiced, shaped and developed.
When initiating a strategy, be sure to always reinforce the green
choice behaviors before introducing any red consequence. This
may diminish undesired behaviors naturally. This will
also assist will developing a "behavioral trust" relationship with a child,
by allowing student success while letting child know you are available
for assistance and support.
The first green consequence should be a type of age appropriate
"praise"- smiling, clapping hands, thumbs-up, verbal compliments, etc.
If a student is non-responsive to these social cues or understanding,
then draw out the green consequence - you smiling, clapping hands, a
compliment, a star, etc. And still, if further social assistance for a
student to realize there is a direct relationship between their
actions and your reactions is necessary, then this may be the time to
introduce them to holding a favorite object, or earning an object of
their interest, while pairing it with your reactions and the pictures
or writings, along with the verbal praise. This will condition the
secondary stimuli (red/green, praise) to mean something to the
The opposite red consequence would be your 'red' reactions - lips
together, arms crossed, the absence of verbal praise, etc. The
opposite to holding an object, would be to not hold it. Try just
putting a red 'x' under the red consequence. If the student still
needs to create meaning or doesn't realize that it means they will not
hold the object or receive the green consequence, then draw the item
in red, with an 'x' over it.
Once the initial development of red/green meaning is created or
conditioned through pairing, then further develop your approaches (as
in the samples) to produce other appropriate behavioral responses to
Green (2003) © "Red and Green
"Behavioral Rules of Engagement:
Setting your own (adult) behavioral expectations for both calm and
disruptive times, will prove significant in establishing a behavioral
from pgs. 48-49, "Red and Green
Choices, A Positive Behavioral Development Strategy.."
A Few of Irene's Own Behavioral Rules of Engagement:
"Child is Never Red- the Choice
is Red" "Ensuring School is
Fun!" "Never Use the Word Bad"