In Part 1 of Positive Teaching Techniques, wecovered 9 techniques: Active Listening Chaining Cues/Prompts Differential Reinforcement Discrimination Training Environmental Manipulation Fading of Cues/Prompts Generalization Training Graduated Guidance
In Part 2 of Positive Teaching Techniques, wewill cover 8 more techniques: Incidental Teaching Modeling Redirection Reinforcement Relaxation Training Shaping Token Economics Voluntary Time Out
This involves using “teachable moments”Those who support individuals use normallyoccurring situations as well as random andunplanned occurrences to provide “on the spotteaching”
Using slide shows, role play, or flip cards canuseful in teaching “Stranger Danger”.If you’re out in the community, and a strangeroffers the consumer a piece of candy, take thetime to teach about Stranger Danger right thenand there. Using this unplanned occurrencecan be a helpful tool to understandingStranger Danger.This is what’s called a “teachable moment”
Demonstrating the desired behavior to beimitated.
If the consumer sees you doing the dishes, it’ll beeasier for them to want to learn to do dishes.Any new activity or skill can seem scary orunrealistic, but if they see someone they trust doingit, it is more likely they will be receptive.Model the behavior you would like to see in them.
A technique where the person is instructed to adifferent area, activity, choice, or focus in orderto interrupt the current behavior, AND thenproblem solving to address the reason for thebehavior, and/or training the acceptablereplacement behavior.
If a consumer is throwing a tantrum over theTV being turned off…• direct them to a different activity. “Would you like to make cookies or go to the park?”• Take them into a different room• Focus them on something else like a phone, book, or toy That’s the first half!
After interrupting the current behavior, thenuse problem solving to address the reason forthe behavior.Now that you’re at the park, “Why did you getso upset when the TV was turned off?” “Whatcan we do next time so you know when it’stime to change activities?” “Let’s set up achart, or have a timer.”
Any event/item that immediately follows abehavior which increases the likelihood of thebehavior occurring again. This includesgainingobjects, activities, interactions, occurrences ortokens/symbols
Creating a system to reward good behavior. i.e. Brushing teeth=5 minutes of computer time Helping clean up after dinner=cookie Tying shoe=sticker Getting dressed independently=2 stickers Each math problem=1 point 10points=$1Find what works for your consumer, and use it as a reward for positive behavior.
Using different strategies help a person remaincalm or use self calming techniques insituations that otherwise produce stress oranxiety.
If your consumer is stressed, anxious, orangry, try one of the following relaxationtechniques:• Deep breathing• Laying down• Visualizing a calm space• Counting to 20• Going for a walk• Yoga• Listening to music• Being by yourself• A warm bath
A procedure that reinforces, in a plannedsequence, closer and closer steps to learning askill.
To Teach John to complete a worksheet. Start with the simplesttask, and gradually increase it until it’s completed. 1. John will write his name at the top of the worksheet. 2. John will complete one problem of his choice. 3. John will complete five problems of his choice. 4. John will complete either all the odd numbered problems or all the even numbered problems. 5. John will complete all problems except one. 6. John will complete all problems.
A reward system where symbols are given forpositive behavior, then saved and exchangedfor items of larger value.Symbols can be poker chips, stars on achart, stickers, checks on a calendar, etc.
Full chart=going out for ice cream Picking up Toys Washing Hands Saying “Please”10 poker chips=1 hour of computer time 25 stickers= new toy30 checks on Calendar=going to a movie
A procedure where the individual chooses togo to an area away from others to allow timeand space to deal with stressors in theenvironment or feelings that can lead todifficult behavior.MUST be voluntary.
When a consumer is in a stressfulenvironment, or is becoming agitated, let themgo to an area away from others, homework, orwhatever is causing them stress. It must be voluntary.
Applying these positive teaching techniques: Incidental Teaching Modeling Redirection Reinforcement Relaxation Training Shaping Token Economics Voluntary Time Out Will help create a positive learningenvironment for both you and your consumer.
Active Listening Incidental Teaching Chaining Modeling Cues/Prompts Redirection Differential Reinforcement Reinforcement Discrimination Training Relaxation TrainingEnvironmental Manipulation Shaping Fading of Cues/Prompts Token Economics Generalization Training Voluntary Time Out Graduated Guidance
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