Strategies that Support Positive Behaviors for Students with

Cognitive DelaysHeather Frye

Shawnee Mission Behavior Specialist

Strategies

• First/Then Visual Support

• Variable System of Reinforcement

• Replacement Behaviors

• Wait Time

• Short Concise Verbal Directions

• Redirect with dignity

First/Then Visual Schedule

"first you do ___, then you do ___", This first-then strategy allows the "first" expectation (whether a task, activity or assignment) Then he/she can move on to his next visually scheduled task/activity.

First/Then Visual Schedule

• Alternate non-preferred activities with preferred activities.

• A “First/Then” schedule can be helpful when the student has a hard time staying on task. Oftentimes, the task is one that the student would rather avoid! In this case, “First shred the papers at job site”. “Then you can listen to your music”. The second activity can be a student selected “reward” activity for completing the teacher selected “work” activity.

First/Then Visual Schedule

• For example, using the First /Then strategy in visual form can provide high motivation for the student to work through one activity to get to a preferred activity. When working with students with behavioral difficulties, this can be a powerful strategy in maintaining appropriate classroom behavior. For non-verbal students a visual schedule can be a way to introduce symbols that the student can eventually use as an alternate form of communication.

Example

Variable System of Reinforcement

• This system of reinforcement is used to increase a desired behavior.

• When the student is demonstrating the appropriate behaviors then they receive some type of visual reinforcement. This can be a sticker, happy face, star, checkmark.

Variable System of Reinforcement

• Depending on the functional level of the student and the frequency of undesirable behaviors the student will earn a set (determined by teacher) of visual reinforcers which will then earn the student a preferred activity, favorite toy etc.

Variable System of Reinforcement

• Determine the behavior(s) for which the student will be reinforced. For example: General compliance

Following Directions• With this type of reinforcement system the student will be reinforced

with a star, check, happy face etc., for exhibiting the target behavior. Determine the approximate time interval between reinforcement (usually 1-3 minutes to begin with). On a given day, the more frequently the student exhibits the inappropriate behavior(s), the briefer the time intervals should be. For example, a student who is extremely non-compliant throughout the school day should initially receive reinforcement for each compliant behavior, “Nice job sitting down quietly.” The time interval is the longest period that will occur between reinforcement.

Variable System of Reinforcement

• As soon as the target behavior occurs, or at the end of the time interval, an adult will make a check, star, happy face etc., on the student’s chart and provide specific verbal praise for the appropriate behavior. “You answered the question.” “Great job looking right at me.” “You wrote your name when I asked you to.”

• If the student is having a difficult day it is recommended to reinforce more frequently. As the student’s behavior is shaped, the intervals between reinforcement can be increased.

Variable System of Reinforcement

• When the row of has been filled in the student is eligible to receive the reinforcer of his/her choice. Once the student is engaging in his/her “choice time,” set a timer for 5 minutes. Let the student know when the time is almost up, “The timer is going to go off in one minute. Then it will be time for you to (whatever the next activity/task will be).”

• Prime the student each time he begins a new row of squares, by having him/her choose what he/she will be earning for his/her next “choice time.” This can be used as an effective method of redirection during that time period. If the student begins to struggle behaviorally, the adult can remind him/her that he/she is earning “checks” for the selected activity. For example, “Remember, you chose listening to music for your next choice time. You only have 3 more ‘checks’ to earn, and then you will have choice time.” “Checks, Happy Faces, and stars, etc.,” are never taken away!

Replacement Behaviors

• It is important to use every time as a teaching tool. Teaching Replacement behaviors allows the student to learn alternate ways to get what they need appropriately. It is also important to teach students strategies to calm themselves when they are frustrated or upset.

Replacement Behaviors

• Process with the student after the incident has occurred by asking leading questions.

• “What could have done differently instead of….”• If student is nonverbal a wants/feelings/needs

page in their communication device can assist in the process.

• Have the student practice the desired behavior/strategy before returning to normal schedule or activity.

Examples

• A student with down syndrome who has limited verbal communication acts out (hit, kicks, bites) when frustrated.

• Teach alternate way to communicate wants/feelings/needs by utilizing picture symbols.

• Even if students are verbal, they may have a difficult time verbalizing when they are in stressful situations.

Examples

• I am in the safe place because I……..

Hit

Bit

kicked

Examples

• Next Time I can……….

Use my wants/feelings/needs page

Use my words

Ask an adult for help

Who do I need to apologize to?

Wait Time

• It is extremely important to give the student wait time to either process your verbal direction, or process adult request.

• If it takes on average a student 20 seconds to answer a question, that is the amount of wait time for them to process your verbal direction.

Short Concise Verbal Directions

• It is also important to give one to two word directions when working with students with cognitive delays.

• Too many verbal directions will “overload” these students and may lead to frustration and behaviors.

Redirect with Dignity

• How a student will respond to a redirection given can depend on the paraverbals (tone of voice, facial expression etc.)

• Also if there is a major disruption, conference with the student independently not in front of peers.

• Always start by asking “How can I help you?” or “Can you do this on your own, or do you need my help?”