You/Deciding Factor

You are the Deciding Factor
in the Student's End Result

From the ASK (Autistic Spectrum Kids) Support Group / Educational Forum Meeting on November 20, 2003

Thank you:
I would like to thank everyone in attendance for the questions and comments, and ASK Program Directors/Parents; Wendy and Leisa for inviting me to present my information again.

Remember; You Are the Deciding Factor in the Student's End Result:
Decide which behavior you want to ultimately see that student display. Begin with small sequential steps and break down behaviors into their simplest parts.

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If you want a student to stop computer time when the bell rings, then draw or write out the specific Red and Green Choices sequence. What is the end result - the student taking their hand off the mouse, or clicking the "X" or "quit" to end the program?

Practice the behavior using positive practice overcorrection and "explanation, expectation, choice". Allow the student to earn "green" - assist as necessary until the exact meaning is understood. Condition green choices as a reinforcer to desired behaviors. Reinforce the incompatible green behavior when first initiating a specific response.

Children need to know exactly what it means to do (desired behavioral response) when they are on the computer and the timer rings. Initially assist with green choices through verbal, visual and physical assistance , while remaining calm and firm.

These procedures will assist in developing a "behavioral trust" relationship with that child. They will trust that you support their feelings by helping them to understand exact expectations, and by making their environment predictable with Red and Green Choices. Be available for assistance and training of appropriate choices.

Remain consistent with the pictures you draw, through immediate responses.

When the timer/bell rings, ask the student - red or green? This may often provide a "self-prompting" visual reminder of their choices, what the choices mean, and their consequences.

Gradually remove the intensive adult responses and assistance once the behavior has been shaped or developed. Begin the "finger-snap" to remind the student. This will assist with reminding the student in large group quiet environments later.

The Red and Green Choices lists and charts should begin to overlap and assist with the development of other behaviors.

The same should be present when engaging in academic tasks. Provide an explanation, expectation, then allow the student to choose their own behaviors. Before introducing a red consequence (the adult's non-smiling facial expression) , provide ample time for explanations and expectations.

Always ask the student- red or green?

Provide Immediate Explanations to Any Undesired Behaviors as They Occur:

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Write or draw specific expectations for different environments as they occur. Once an undesired behavior happens, provide an immediate response. Have a plan for any instance that a behavioral expectation must be explained. This will assist with the preventing of eventual uncontrollable behaviors - as exampled in "The Hallway Example" from "A Positive Behavioral Development Strategy...".

The student may not realize that flicking the lights off and on is disruptive to the other students in the teaching/learning environment. Or if that particular child receives reinforcement like children laughing and smiling, it may become a confusing expectation.

An immediate plan could be taking the student in the quiet hallway to draw or write about Red and Green Choices. I carry my markers and clipboard with "daily sheets home" and blank sheets of paper with me throughout the school day.

I also may take the student back into the resource room to talk, write and draw about situations. It depends on the age and ability level of each individual student. For younger students, I will provide Red and Green Choices immediately. (Older students familiar with Red and Green Choices can wait for explanations, depending upon the severity of the behavior displayed. Physical aggressiveness has immediate responses while a light switch can wait - but everything is dependent upon what I know and can predict about that particular child.)

After the choices, take the student back to that light switch with the paper for positive practice overcorrection while reinforcing the desired "green" behavioral response. The student may want and try to do it again, but through consequential stimulus (red and green adult reaction as in picture), the student will begin to develop the behavior.

Then practice with different light switches in school. Once the behavior is learned or developed through shaping and pairing, then fade the intensive reinforcements and consequences. Walk by a light switch and ask the student - "red hand on" or "green hand off"? Let the student choose without the visual reminding list.

The Eventual Uncontrollable Situation:
If this smaller, seemingly 'not to important' behavior is ignored by the student's intervening adult, it could lead to very chaotic situations later. Should you wait until this behavior is a daily occurrence before you intervene? Should you wait until the student develops the undesired behavioral response, and then try to change it? Or should the adult provide immediate responses before an undesired long-standing behavioral pattern is developed?

If you ignore this particular seemingly unimportant behavior now, that child may believe it is 'ok' to flick light switches on and off anywhere and everywhere. What will happen when mom or dad take that child to the grocery store, a friend or relative's house, or a public restroom? What about field trips with the class? What about entering a person's office, or a school assembly? Light switches are indeed everywhere!

So think about what any and all behaviors could eventually lead to, then intervene on an appropriate schedule - immediately or intermittently.

Again, you are the deciding factor in the student's end result. Yes, it can be an overwhelming responsibility that takes time and efforts- but it can be simplified through Red and Green Choices' very high expectations of appropriate and desired green behavioral responses. Begin early. Once the student becomes familiar with Red and Green Choices, and positive alternatives to their undesired choices - it will begin to overlap to other behaviors. Eventually it can be introduced to explain academic expectations.

Copyright © 2003 Green Irene
^® The Material Presented from "Red and Green Choices", Is Based Upon Irene's Own Behavioral Intervention Strategies, and What Types of Behavioral
and Academic Assistance Has Promoted Positive Outcomes With Her and Her Students When Applying Red and Green Choices Behavioral Principles