My Behavioral Manual

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Possible Solutions to Maladaptive Behaviors
Dawn Chastain
April 20, 2014

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Contents
Schedules ....................................................................................................................... 2
Class Wide .................................................................................................................. 5
Individual ..................................................................................................................... 7
Sub/Mini..................................................................................................................... 11
Home......................................................................................................................... 14
Time .............................................................................................................................. 18
Social Stories ................................................................................................................ 20
Motivation...................................................................................................................... 22
Processing .................................................................................................................... 24
Requesting.................................................................................................................... 30
Self-Responsibility......................................................................................................... 32
Communication ............................................................................................................. 34
Low Tech................................................................................................................... 35
High Tech .................................................................................................................. 38
Sensory......................................................................................................................... 39
Smell.......................................................................................................................... 40
Touch......................................................................................................................... 41
Visual......................................................................................................................... 47
Auditory ..................................................................................................................... 48
Taste.......................................................................................................................... 49
Special Education Acronyms: http://www.cde.state.co.us/cdesped/Acronyms.asp

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Schedules
Structure is one of the most important parts of working with students who have special needs.
Schedules are a great way to control behavior with a student who needs to feel like they are in
control. Their ability to follow a schedule will work on independence and self-responsibility.
Sometimes it is a great way for students who struggle with power control issues. By creating a
schedule, the student will follow it better because no one is telling them what to do. It takes away
the power control issues and allows them to learn independence. Which in turn, the schedule
helps the student’s self-responsibility.
Many times when a child has problems transitioning from point A to point B they also have
problems focusing on the classroom schedule we provide. Make sure to consider these options
below as you create a schedule for your student.
1. What academic grade level is the student achieving?
2. What age is the student?
3. What cognitive level is the student?
4. Does the student fear being set apart from the other peers?
5. What are the students preferred activities and items?
6. What are the students struggles in class?
7. Does the child need sub schedules?
8. What does the student’s day look like?
Knowing these answers will make it easier to produce a schedule the student can use
effectively. For elementary you will see schedules that are more simple than at the high school
level. To make a schedule you will follow these steps before creating a schedule.

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1. Answer the questions above
2. Get the daily activities in order (if sub schedules are needed get the list of generalized
areas you will need pieces for).
3. Brainstorm
a. What pieces are needed to make the schedule effective?
b. What pictures will I need to add to the words?
(Once you have picked out a picture do not change that picture it must only represent that word.)
4. Design a pattern that the student will understand and enjoy. The schedule is for them not
the person who is making it.
5. Make sure to adjust any changes to the schedule before the changes occur in the student’s
daily routine.
There are a few different styles. There are schedules geared towards a whole classroom or
individual. The class wide schedule is usually strategically located for every student to use. The
individual schedule is used only by one student. A class wide schedule is our ultimate goal for all
students but until this happens there are many other options to use.
A schedule is introduced much like a lesson. It is used to enhance a student’s learning. It
must also be scaffold much like a lesson. In a classroom, if you start with a class wide schedule
and a student does not seem to get much out of it then make it more personal. You can try to
bring it closer to them. Some students have a narrow focus of things. This is when you need to
move the schedule closer to the student’s center space. You have a couple of choices. The first is
to give them a schedule of their own on the wall or the next is a schedule on the student’s desk.

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As the student builds their independence you can attempt to adjust the location farther away
from the student until the goal of a class wide schedule is achieved.
Class Wide Schedules-
There are many ways to present the schedules. As we go through looking at the examples
keep in mind every student is different so provide them with the level in which they can excel.
You can have a schedule that everyone in the class uses to reinforce prediction, independence,
and organizational skills. Make sure to review the schedule often as a class to build up a habit of
referencing resources in the students. The class wide schedule will help students who are
functioning in the classroom but take a lot of your time. Some students with ADHD, ADD, or
Asperger syndrome will respond well to a schedule used by everyone. This student must have the
capability of sharing without triggers. When putting a schedule in place remember depending on
the student they may be dealing with a variety of changes during introduction so think carefully
how you want to present it. A student who has autism would not be ready for this in the
beginning. Scaffold the structure in a way that sets the students up for success. Again this
decision is determined by the individual student. No one style of template works with children
who have special needs.
Tip: be careful with
adding times on
individual schedules. If
a student obsesses or
follows time
independently it may be
a trigger.
Tip: Keep in mind the
schedule to the right would
not work if the schedule is
always changing.

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The two examples above list the activities in order starting from top to bottom. The
schedule on the left indicates the student has good literacy skills. It does not have any pictures. It
also has an indirect way of reinforcing time. The pieces are interactive so the schedule can be
adjusted during unexpected changes. The photo on the right is more visual. It supports beginning
literacy skills. It has the words so students can learn them as they associate text to picture. They
have made it so many steps up to this point. The last step with this schedule would be to take
pictures away slowly possible shrink them first so the student do not rely on them as much. You
could even cover one at a strategically arranged time to cover up the photo. Typically, you would
see it in lower classes. However, it would be just as effective in a class with students who are at
the “Entering” or “Beginning” stages of English language acquisition, or students with literacy
needs. To make the visual calendar effective for a SSN room you need to make sure to make the
pieces movable just in case the day shifts.
This teacher has strategically place the schedule next to
the calendar and attendance. If a student is more successful it is
because it adds reinforcement to the morning routine. It
indirectly teaches the concept that time is shared in the activity
of Today’s attendance, a schedule and a calendar. The student
may not be able to verbally express this well but this is where
the interactive pieces come in to play. An activity can be built around these devices to increase
exposure.
Tip: Using the actual pictures of students can increase peer interaction especially with a student
who has autism.

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This schedule is also placed next to the calendar. This is
presented to students who are learning basic classroom skills. It adds a
touch of interaction that is unique. The pictures are removable so the
schedule can easily be adjusted. The spiders may be a topic they are
covering. As the activities are completed the spiders can be put into a
finish pocket at the bottom of the schedule. This would work with any
student who has a lower academic ability. To make it good for a higher
academic level, just add words. Then take those words away as their academic skill rises until the
schedule has nothing but words. If the students struggles with schedule changes you may want to
shrink the pictures and take them off later when the child is not so dependent on the pictures.
You may see this behavior with students who have autism, OCD, or obsessions. It could also be
used for individual students who have moved their center focus to everything in the class and
away from themselves. However, they just are not quite ready to share a schedule. We can call
these types of schedules - individual schedule at a distance.
Individual schedules-
An individual schedule at a distance will be located away from the student. The student
may not be ready to share a schedule for many reasons. One might be they have been using the
same pictures for their schedule but they are not the same as the class wide schedule. Sometimes
with students who are transferred from other facilities come with their interventions. It could also
be the school acquired a new pictorial communication program. In this case it is important to
move away from the pictures slowly and to the new ones slowly. Another reason is a student can

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feel territorial. If the student had ownership of their schedule for a long time they will need the
steps of change broken down into smaller goals and a longer time frame to complete the change.
Here is another type of individual schedule at a
distance. Each one has its own look. This is because the staff
evaluated the individual student’s strengths and weaknesses.
If you look closely you can see one has pictures. They color
coded the schedule pouches and is using a check off method.
Many of the covers can be written on with dry erase markers
and erased at the end of the day. You will most often see
something this elaborate in a school designed for Autism or behavioral students. This would
work great for introducing agenda which is something they will need to do in middle school and
up.
These sets of schedules to the right are very basic. They are
designed with a strip of Velcro from top to bottom. This creates a
completely adjustable schedule. The pictures are big so you can tell
the students comprehend pictures better than words. I do see small
print to create the awareness of print. You might see something like
this again in a facility specializing in treatment plans or in a classroom
that specializes in students who need visual support.
The picture shown to the left does a great job of defining the
different sections on the schedule. You could use this to your
advantage in many ways. As I look at it I notice that with this schedule we can reinforce a
student’s behavior by giving starting/ ending points of an activity and include some form of a

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motivator. This schedule would work best with students who need immediate reward. If the
student can wait longer than it would be appropriate to set up a token exchange for rewards. This
is a perfect opportunity to tie it into the school PBS system.
There are many different styles of schedules for individual students. The schedules are
designed on strength/ weakness theory and positive reinforcement. It can be away from the
students as discussed before, on the desk, or mobile depending on the child’s need of reminders.
The more a student needs to be redirected the closer they need the schedule.
The easiest schedule is a check off schedule. This schedule
needs to be used with students that can handle changes in the day. This
way if changes occur like it does in a student’s day the activities can be
crossed off and rewritten in the correct spot.
This kind of schedule will not work with a
student who has problems with unscheduled changes or obsesses over
errors. It would be hard for this type of student to deal with the visual
appearance. This kind of schedule to the right is typically used with
students who have been diagnosed with ADHD or needs similar.
Tip: use this format for “if and then” process. If you work, then you get a reward. It would just
appear to be longer.

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Sometimes, schedules can be written out like a to-do-list. The one
shown to the left can be checked off and allows a spot for the student to
insert notes. This one is for a child who can handle this amount of
information and has good literacy skills. This would work well with high
school students who just needs help with memory or organization. Each
one of these schedules can easily be created in the Microsoft word using the insert table tool. It
does not have to be so colorful.
When a schedule is consistent it is good to laminate so you do not have
to keep creating the same schedule over and over. If you notice the one on the
left also has been glued on a piece of construction paper before laminated. One
good thing about this is borders are known to bring a student’s focus on the
inside. This indirectly redirects the student independently.
This schedule is for an individual student who speaks and reads in pictures. It is
consistent and is laminated. This schedule would work well for
a student with autism. A student that will have the same
schedule every day and the same pattern no matter how the
classroom runs will benefit from this type. Another way to look
at it is to consider, if the student’s day only contacts with the
class’s activities a couple of times a day. The limitation to this
schedule is you would have to create a new one every time the
Tip: use expo on lamination during writing to sooth a student when frustrated.

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activities or pattern changes. The biggest suggestion with creating a laminated schedule is to
create it so it can be adjusted as easy.
This schedule is very basic. It is a laminated piece of construction
paper with strips of Velcro. This schedule is intended for students in
preschool or kindergarten. Notice the centers are label with shapes.
This is a great way to enhance independence. Attach the shape to the
table where the center is assigned too. It also is personalized and
encourages reading by having the student track the pieces left to
right.
This schedule is designed for a student who has blocks.
This could be good for a student who responds well to pictures
but is getting closer to having words. It includes times so the
student does not struggle with mental flexibility. At this age,
the student does not need the paper laminated. It can be
adjusted and reprinted if necessary. It can be placed in the
clear cover of a binder.
Tip: use any obsession to your favor. The child obsesses with numbers you are guaranteed the
student will look at the schedule often if you use numbers as shown in the picture above.

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Believe it or not this wrist band is a schedule. This
is a creative approach to remembering your schedule
without standing out. Once the schedule is decided you
place them around the wrist band and as the student
completes their activities they move around the band.
Sub-schedules/ mini-schedules-
The purpose of a sub-schedule is to help a student who is really struggling with
transitioning in the middle of a class or activity. The sub-schedule will break down an activity
into the smallest section possible. Otherwise, the individual class schedule is too overwhelming
for the student. You would use these in individual classes like specials or on specific activities.
The sub-schedules can also be posted on the wall and reviewed often or with the student at their
side. The first style of sub-schedule is relieving stress through prediction of activities in class.
In this example above the music teacher has designed a sub-schedule to make each
activity clear and concrete for the student. This way the student can pull the Velcro piece off as
Challenge: Look around and see if you can find stuff to make that will help the student to fit in more.
It could be a book mark, a schedule [credit] card, or ruler combo schedule.

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the activity is completed. This allows the student the ability to stay on task without constant
verbal redirection that can lead to learned helplessness. For a student who is learning a second
language this is just enough to keep the language barrier from creating a huge problem in
participation.
This next example below is for art class. This one uses a different approach which lets the
students see when the activity is complete. It does not disappear altogether but to the side so
when it is time to review at the end of class the students
will be able to retell events verbally or with the pictures
depending on the student’s need.
The next purpose of a sub-schedule is to break
down the process of an activity. This way the student can
learn how to do something new or continuous. Over time,
this activity becomes implanted in the students mind and
becomes a healthy habit.
If the student is struggling like this student with the process of lunch time and the rules
you can create a path in which the student completes things. This example tells the student to
walk to the cafeteria-wait in line-get the food-sit at a table-eat
your lunch-get in line-wait in line-go back to class. In the middle
while he is eating it lists the rules or expectations as a reminder.
This is a child who just needs help remembering the rules to
reinforce the wanted behavior.

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This next one does the same but breaks up the activity of
going to the bathroom into small increments. This way the student
does not forget a step. Usually this one is used with a student who is
cognitive low. It can also be used with students who are young and
need to know basic health care. It may also be used with a student,
who you as a teacher have decided they have forgotten a targeted step
like washing the hands or flushing. You may see this type of schedule
in a preschool or elementary bathroom wall. The purpose is to target the student without making
the student stand out amongst their peers.
Home Schedule-
Home schedules are a great way to reinforce the structure in a student’s life. This way a
student has the consistency and patterns that fill the whole day. In the long run it pays off in the
effectiveness of an intervention. This is why parents should be encouraged to use visual
schedules at home also and train them on how to use the visuals. As you can see these schedules
follows the same pattern as any other schedules the only difference is the targeted skills will be
those the student would encounter in the home setting. It works the same as to build healthy
habits that will follow them throughout their life.

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This daily schedule is one paper and laminated. It
follows the student all day. This type of schedule will
work well with a student whose day is consistent and
needs little definition. It could be adjusted for a student
who needs better definition by adding individual and
detailed sub-schedule. A good point about this schedule is
it reinforces reading by following the left to right pattern. I
notice the schedule includes homework at home but he is
there in the afternoon so the student must be half day. The student gets back home just in enough
time to wash their hands and eat lunch. It then ends the day with the bedtime ritual. I notice it
doesn’t include times, so it could mean a couple of things. It could be the time will only cause a
meltdown if the schedule is not following the specific times or that times do not really matter
because the student has an internal clock that is already set.
This schedule breaks down the morning routine to
get ready for in this case school. The exciting feature of
this schedule is it reinforces the days of the week and pin
points the next location the student will be going. Each
piece has Velcro and is laminated. This schedule will last a
long time if the correct pieces are created.

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Many schedules can have unique looks about them. This schedule is probably used with a
student who has obsessive behaviors. The person who put it together placed numbers next to the
activities. If you look closely this schedule is broken down the clothes
down into specific items. Many times you can do this strategically to
eliminate targeted concerns. In this case, you can see making sure the
child gets all their clothes on is a hard task. To add a special twist to
the schedule a reward system is added for assured completion. Mom
decides if the tasks are complete and then gives the child a quarter to
put in their jar.
The next sets of schedules are forms of sub-schedules. The first schedule
is the process of getting ready to leave in the car. It is short and simple.
The pieces are laminated with Velcro pieces that can easily be removed
and adjusted. Just have a few premade pieces in a zip lock baggie and you
are ready to go with any necessary adjustments with the schedule.
The one of the right show the activity of going
to the playground. This student performs better when it is about her. So
they show her picture every time before the arrow to emphasis she needs to
accomplish this task. You might be able to read into this schedule it is hard
to get her out of the door.

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This last one tracks behavior also. As the child completes the task
they earn a happy face. This happy face can be traded into for a treat or
an activity. This creates an extra piece of processing for a child with
maladaptive behaviors. They will then through trial and error learn that
doing the right thing will be rewarded.
After discussing the many ways to create a schedule there is only one more topic to discuss.
This is the management of all the visuals this student will need throughout the day. Display the
visual in a compact and Mobil way like a binder. You can even create a book of all the visuals you
will use.
When you think of schedule it may not be the typical agenda looking schedule. You need
to redefine the way you look at it. Define the time length of the schedule your student needs.
They could be hourly, daily, weekly, and monthly.
File folder schedule Binder schedule Book Schedule
Tip: Make sure to display the device in a way the student feels comfortable while using it or you
may find it hidden somewhere.

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Schedules can help a student visualize the
expectations of change. In this case it shows weekends
being at home or being at school. Some students may
need to add doctor’s appointments or fun activities. It
has helped a student with the transitions of returning to
school on Monday. Many SSN rooms will use this to announce birthdays and holidays. This way
the students are aware there is special days in the month. Then by keeping this in their view they
can predict changes in the day.
We can tell Hailey is a reader and is successful with a
weekly written schedule. This indicates she does not struggle with
processing or she has worked with a schedule for many years. She
is to a point we would like the students. This weekly schedule
may be all the student needs to function independently in a
general classroom setting.
Interventions are created to enhance learning. We need to make sure they are learning in
all settings to help increase the abstract thought of generalization. This skill is hard for special
education students. We build intricate devices and intertwine them to promote the most
successful intervention possible. It takes creativity and an open mind but the results are amazing.
The best intervention includes a team. The team is staff and parent/ guardians. It is
important to include and train anyone who spends time with the children. The truth is the team is
helping themselves by involving the parents because by them reinforcing the behaviors at home
you will notice a change at school or vice versa.
Tip: If the student struggles with transitioning make sure to schedule a couple of free time breaks
and/ or sensory breaks. For many students with behavioral problems these are a need not a want.

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Time
Another type of behavioral technique is to work on power control struggles or time
awareness. For a student who is not aware of time it is hard to wait so while you teach a student
how to wait and impulse control you can use timers to sooth the frustration. It also works with
students with power control struggles. It helps to structure activities while at the same time
making the timer the boss and pulling responsibility off of the caretaker. A timer cannot be
argued with or will not change its mind. Use the timer in small increments of time. You can use a
timer to redirect by giving a student a minute to rethink before the consequence comes into
effect. If transitions are difficult you can use a timer to warn the student. Give this student a
couple of minutes to start the transition. After the time is mastered it would be time to decrease
the time if possible. Keep in mind to make the goal achievable. The more success the student can
see the faster the progress is so take it only as fast as the child can handle.
There are many different visual timers out there on the market. Some timers we can use
with the majority of the students but when a student is not able to understand time it is necessary
to make the timer more visual. Below are some examples of timers that are common, fun, and
very visual.
Tip: If the student is still struggling with accepting the timer, it is possible to find one that is
especially fun for the student.

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 Some have lights that count down
 Some have audio to warn about remaining time
 Some the color just fade away until it is gone
 The sand timers come in many different amounts of time
All these types of timer are less abstract than the typical timer
Social Stories
Tip: The more visual and less abstract the better the child with processing issues can function.

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Research has shown social stories are useful for behavior. These stories are good for
students who cannot read or are cognitively low. By introducing picture with text they are able to
visually see expectations and goals listed.
The great thing about social stories is they are very direct and positive. If written
correctly you should be able to see as the child reads
their inner voice speaking to them. Many children with
low cognitive ability lack the ability to self-talk
through activities. This gives them the same chance as
any other child. A social story is appropriate for a
student of any age. When using them consider your
student as an individual with specific needs. If the story
does not fit your student it will not do any good.
Remember just because you use words and pictures, it does not make it a social story. A
social story models self-talk and positive behaviors. It does not talk about negatives. It promotes
positive self-talk. Here are just a few examples of social stories below. Boardmaker is a really
adaptable program that makes it easy to create social stories. In the program you can take
pictures out or replace them with pictures the student will relate with better. The pictures should
read the same meaning you are trying to get across especially if you limit the pictures to just key
words.

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Social stories can also be used to redirect behavior. By helping the student remind
themselves to be quiet and internalizing the
information instead of teaching helplessness. The
example to the right allows a student to repeat
expected behavior in different settings. Notice every
line is very positive and direct. They have adjusted
some of the pictures assigned to the words. They
added a picture of the equal sign to the word “am”.
This increases the meaning if the student is just
looking at the pictures.
The last social story focuses on feelings. This
is a great way to reinforce any work that is being
done on social skill. For a student who is a visual
learner a social story makes comprehension easier.
This particular type of social story should also include
the different options given to the student to work
through the emotions. In this example, you can see
they included going to an adult and expressing the
emotion. It only lists one option but it keeps it simple.
No matter the issue you are trying to troubleshoot you can reinforce the interventions
with social stories. They should not be the only solution. They create a balance in the process of
creating interventions around targeted behaviors.

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Motivation
This is an important part of education. Sometimes it takes extra help for students who
have difficulty in learning. Students now are put under pressures and expectations students 50
years ago did not encounter. They struggle with events that could dramatically change their
desire to achieve. Student may or may not be aware of their emotional distress depending on
their personalities.
Here are a few things that may help to get the student motivated. Some of the times with
children in the Integrated Services department may need visual aids to help them process. This
could be a student who just needs a little help to keep moving forward. This page includes
several kinds of low tech devices used to motivate the students. A motivational piece will include
an expectation, a concrete way to follow progress, and a positive result for the student. A good
motivator is something the student will find motivating for them not us. The goal is to find
something with no cost yet still encourages the student to move forward with your expectation.
There should be a balance with putting more weight on the motivator.
This particular board lists the three targeted goals. As the
student behaves appropriate with one of the goals they will
receive a token. They must also know what they are working
towards. The professional working with the student will make
sure to clarify what they did to earn the token. If the
clarification does not occur then the fidelity of the intervention is lost.
Tip: Make sure the board includes the visual support to let the student see the progress they
are making towards the motivator.

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It is possible to locate premade token boards on
some really good websites. Keep in mind token board work
with a wide range of student with needs. It is commonly
found on websites for autism. That is because it is hard to
find good behavior resources working only on behavior.
Behavior interventions are combined with other
interventions because behavior usually affects all areas of a
student’s life.
Below are some more examples of token boards.
Some use coins and some just use stars. This part is
where you can be creative and use preferred items
depending of the individual student. This is why we ask
ourselves questions about the student in the very beginning before the intervention are created.
When using preferred visuals the student interact more with the device.
This other board is very simple it is a board used
with a student where the teacher is worried the
students get overwhelmed easy. One is not better
than the other if the device is actually helping to
improve behavior. It will depend on the student.
Tip: If using a template you must make sure the motivators and expectation meets your student’s
preferred motivators.

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Processing
Processing can be hard for some students. Depending on the factors like the child’s past
or disability processing may be at different speeds and capabilities. There are things you can do
to help the student build a strategy to decrease the gap between themselves and other students.
This section is no different than any other behavioral needs. A teacher must be intuitive and
creative with those needs. Make sure not to decrease those interventions because of age. If a
child needs that intervention just try moving through the intervention swiftly and effectively. All
students need the basic skills to succeed in school. Make sure when you are checking for
processing issue you consider all areas. You must check in stressful and non-stressful situations
as well as different settings.
The processing issues can be different for a variety of reasons. A student with a second
language may have difficulty in this area too. This would not be because of cognitive issues but a
language barrier. Using pictures with this type of student when they are at stages 1-4 can be very
helpful. Then there are processing issues with children who have low cognitive ability. This is
why more visuals are being used in the general education rooms all the time.
Tip: Make sure to allow the student the time they need to complete the processing period.
If the time is to long see if visual aid helps the student process faster. If so the device is
needed. It could be activities in the classroom or activities you need the student to learn so they
can be independent learners. The academic area is one of the most important areas to focus on
with students. It is hard to learn a new concept if you do not comprehend the instruction. It is
important to not assume they know what is happening. You have to know and if you do not try
this method to insure an increase with your scores.

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The device to the left helps the student to visualize
the process of one word being added to another word or
compound words. This allows the student to focus more on
the concept of compound words instead of the individual
words. It works the same with all the other areas of content.
This method promotes phonemic awareness, internalizing
the concept, and critical thinking. This is a great way to
reach a diverse classroom.
A different type of academic processing sheet is the processing the reflection piece of an
activity. This way the student has the opportunity to learn the skill of retelling and internalizing
the information in their heads. This sheet discusses what
happened in social skills group. It gives a visual approach to
learning social skills. This sheet has basic pictures with words. It
would be good for students who would benefit by the use of
pictures for communication. This could be good for second
language learners (stages 3-4). It could help students with
significant needs or with students who struggle with reading.
The next step of visuals used with processing is reminders of
appropriate behaviors during activities. As seen in the picture to the
right you can see this device allows the student to see what is
expected during the activity so they can focus and learn. This device
will work with a student who has a better ability to process. It has a
lot of information on the chart; pictures and words to help

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comprehension. To reach students with a lower ability to process, reduce the expectations. Target
the most necessary skills needed first until the skill is mastered. Then gradually add in a new one
for each one that is mastered. The student above has mastered at least three targeted skills.
Another way to use low tech devices for processing is with the ability to calm down. If
the student loses the processed information from point A to point B see if a processing sheet will
help them stay focused on the goal. If the device helps the students processing then use the
device. The process of calming down is so abstract for students who struggle with behavior or
mood swings that they will need to have a device handy to use as a reminder like the examples
below.
The hardest time for a student to focus is during stimulating situations. Whether it is a
meltdown, an event, frustration, or stress processing can become an issue.
It can be a simple or more elaborate. This one has just the
basic. It simply states the method taught to the student with visuals. A
teacher who reviews and reinforces this method should see the student
mimic the behaviors over time. A suggestion would be to have the
same visuals around your neck so as the student needs direction you
can show the student the picture from an acceptable distance.
This device holds a lot of information. It is connecting several
goals together for a student as a reminder. Once the student has had
time with the ones above it is possible to add in a self-awareness
guide. Each color on the temperature gauge has a different emotion.
This will allow the student to process a connection between emotions
and behaviors. This is important if you need the student to access

27
general education. Most commonly you will see this with a child who has autism however it
works well with any student who needs a visual close to them still. So it could work with any
student who has difficulty processing their own emotions or needs.
Their behavior may also be due to the fact they do not have the ability to process basic
needs and wants. Start from the highest level of processing you can and work yourself down
until you establish the student’s processing skills. In the picture below the device is for students
with very low processing skills. This device is used as an interval voice for the student. It is not
to be used with just any student. If the student knows the difference and you use this device it
may make the behaviors worse or damage some of your gains around trust and respect.
This device uses indirect modeling to teach students. The
color coding follows the schools behavior gauge. The star has
been used in the student’s previous devices representing “Great
Job”. The Velcro pieces which go with this device match the
color coding on the base folder. They have pictures and words.
This approach can make the task relaxing and independent for the students as they learn what the
differences are between wants and needs. The pieces should represent the students individual
wants and needs. Needs are water, food, bed, sleep, etc. Wants may be the games they like to
play, the toys they want to play with, and possibly the blanket they just won’t leave in the
backpack. When a device includes objects that are familiar to the student they are able to process
the difference. The folder can be used with many different students just by eliminating the old
pieces and creating personalized pieces for the student. It is possible to even share it by putting
the pieces in separate baggies with their names.

28
This device helps a student see if they first do work then they will get a motivator. It
helps the student to be able to discriminate between work and reward.
This is for a student who severely struggles with processing “work
then play” theory. They have very low processing skills. This device
breaks down activities to the smallest unit and only lists one thing at a
time. This eliminates problems of the student feeling overwhelming with directions. It could be
compared to the ability to follow one step directions or multi step directions.
The student present with:
1. Problems transitioning between every activity
2. Attention span of 5 minutes or less
3. A disorder that includes uncontrollable extreme mood swings.
Make sure to wean it as soon as the child has acquired the ability to process
independently. We do not want to teach helplessness. Some students will need the continued use
of this visual if their processing does not improve.
For a student who struggles with physical outbursts it is important the student
communicate with the other party after the negative interaction. They must formally go over the
undesired behavior and give a substitute behavior for the next
time it happens. For some students, this process is hard but
extremely necessary. If a student is not
able to achieve this step without showing
signs of frustration the student is not
ready to return to class so give the student a few more minutes then try again.
The processing piece is crucial. It encourages the self-talk process and

29
combined with consistent use it can teach a student to self-reflect on their behaviors and how it
affects others. It will model to a student how to eliminate any hard feelings with staff.
You can use visual aids as a way to teach the process of cooking. You can use pictures
with recipes to allow a student with low reading, social skills, second language learners, and
processing issues or low cognitive skill. This type of processing sheets can be a great way for the
students to perform independently with the activity so they can learn life skills. You may see this
in the significant needs room on life skills or in a child advocates’ group to build social skills
with peers. It may even be used in the speech pathologist language skills group to provide
vocabulary in different settings.
These types of activities work well with a range of students. If the student struggles with
one of the factors above you can use this approach to enhance comprehension. As teachers we
need to get away from the thought visual aids are not appropriate for secondary education. Visual
aids enhance learning they do not prevent it.
Another good way to help a student make good choices is to set up a device which allows
the student to visually see the rewards of good and negatives of bad behaviors. This device is
only to be used when the child cannot cognitively understand that every choice has a
consequence and is just struggling to follow through with the positive choice.

30
As you can see in the devices below the activity is listed then the good choice outline is
color coded with the color associated with go or good behavior. The undesired choice is color
coded the same but with red which is an indicator of stop or the bad behavior on the gauge used
in this school. After the choice of behavior (based off the students) you will notice the result.
This method is used with children who struggle with cause and effect. It could be used with a
student with literacy skills because it has a lot of writing. The one on the right will be targeted
towards a student who gets overwhelmed easy. It has a very basic structure.
Tip: Be careful when using this device that the introduction of negative choice and consequence
is not a trigger to worse behavior.
Requesting
Many times a student’s behavior can be a problem due to the inability to request the
things they need appropriately. It could be a student who has autism or a communication
problem, or mute. It can also be used with a student who has problems complying with
classroom rules. It is good to use visual aids during times that are hard to transition or will over
stimulate the student.
Sometimes a Student will have problems understanding or requesting breaks when they
are upset. The example at the right can help with this. They are given a set amount of breaks with

31
the time on the pieces. This will indirectly remind the student without the care taker being
controlling. By having the pieces they can see how many are left as they remove each one. This
way they will not over use the system. They are given a chance of independence through choices.
This device can be given to a child who has a weakness in compromising. This is very
uncommon to use with most students. This would not be necessary for a student who needs help
understanding you cannot always have your way and you must learn to compromise. The student
would present one of these pieces when they want their way. It must only be used when the
student consistently struggles with compliance and just clearly does not understand how many
times they want their way. In the beginning, to add clarity the teacher can give a reinforcer or
motivator when the child reacts appropriately after given a direction and does not use a piece.
Over time the lesson of listening to the teacher is taught indirectly without micromanaging. Only
use this if you are capable of following through consistently. You have to be willing to let them
win no matter the situation. Make sure not to go past the 3 opportunities for compromise in a
day.
Tip: If you feel the student does not need 3 opportunities you can decrease it but never increase.
Compromise time
Can you listen to
me?

32
Self-Responsibility
It is important to expose students with diverse needs into the class’s opportunities of
tasks. It is important to always let the student know they are in charge of their own decisions and
jobs. This builds self-worth and good work ethic. This can be the first steps towards simple
completion of work whether homework or class work.
Tip: Some students who need to have control or need a boost of self-worth respond well to
having a special job in the class. They may even blossom more if they had more opportunities to
help than just a job.
The flip cards below are a great way to approach responsibilities in different settings. It
would have a picture of jobs at home, school, art class, or in the car. It could even be
responsibilities when spending the night at a friend’s house. It would be based off of the students
need. This could be used with students with significant needs, autism, or with students who just
need a reminder of what to do and when to make people proud.
The flip cards below are a great way to approach responsibilities
in different settings. It would have a picture of jobs at home, school, art
class, or in the car. It could even be responsibilities when spending the
night at a friend’s house. It would be based off of the student’s needs.
This could be used with students with significant needs, autism, or with
students who just need a reminder of what to do and when to make people proud. Most children
has learned this ability to work but in some cases the student has not been given ample
opportunities to build on these skills so as teachers we need to make sure they are learning them
if we want them to succeed academically.

33
This other example is of a chore list. They have created it as a visual chore chart for
home. It includes the troubled areas the parent would like the child to
accomplish. The same concept can work at school. When a student
achieves the goal they can place possible a sticker to mark the
accomplishment. After so many stickers they earn a reward. The
reward does not have to cost money. Maybe it is a trip to the park or
skate park. You can reward the child with something that makes them
happy but usually the parents don’t have time to do with them.
Another way to help a student accept responsibility is to create a behavior plan. The
student needs access to the age appropriate plan whether it is written or visual. This way they can
identify the areas of achievement and areas which need improvement. The visuals create better
understanding when the student is in a stressful situation.
To the right you can see a behavior checklist. This is a
way for the student to be aware of their behavior so they know
what needs to change and take responsibility for their actions.
It is not enough to have it on the wall or to look at it every
now and then. It is important to discuss with the student what
could have happened differently or the things they did great. It
is good to embellish great behaviors so they understand how
great it feels to make good choices. This will speed up the
process of accepting responsibility.
Right: The example above has the student check the behaviors they struggled with that day and
finish the letter to their family unit on what they will try do next time.

34
If the student’s “good days” are few and far between, it is important to consistently work
on their understanding, the connection of their choices, and how the outcomes vary based on
those choices. A part of becoming a great adult is learning to take responsibility for those choices
and realizing what they can do differently. They need to be accountable to someone.
Communication
This can be a big problem for students who have language disorders or are mute. It can
affect students with autism or second language learners. However this is too much for a student
who struggles to communicate due to a language barrier. Instead you can just create visuals for
the activities to go with normal work level. A student who struggles to get across their point will
act out in many ways. This is such a large area to cover but the main thing to remember is to give
any child who cannot communicate a way to express their wants and needs. Get creative with
visuals that will give them many options. Include communicating your feelings and make sure to
listen whenever they talk. We can’t shut off a child’s voice we teach them the right time to use it
so we need to do the same thing when teaching a new device. At first worry more about the use
and not at the appropriate time. Once they have that down you work on the appropriate time.
They must have the ability to express dislikes. The students have more patients when telling
someone something good. They have meltdowns more often when they are frustrated and need to
communicate it. Make sure to strategically place words the students need. Most times the devices
have limited space so pick wisely. You must include emotions, yes, no, and core words.
In the examples below you will notice diverse methods of communication. They are
separated into two categories. They have low tech and high tech.

35
Low Tech-
Low tech devices are non-electronically devices used to communicate. You may see
these with just touch boards. These boards are used in a class and
as the child wants to say something they will just point to the
correct picture. This is a simple form.
The touch board to the left focused on a
small sample of items. This technique limits the student’s choices. It is
similar to the PECS theory that we will see later in this section.
Other forms of communication are with feelings and emotions.
The two examples below give the students a chance to express their feelings to an adult. This
skill is vital in controlling ones behavior.
The one on the left uses a stop sign. This can also be used
with processing appropriate times to talk if you use different
words. In this case, you can see the creator has matched desired
behavior with the color. If the child is calm they are sitting still at
their desk. They had the student raising the hands for help during
the caution or stop light. If this is not easy for the student to
understand add characters they like to increase interaction. The
student will need someone to push the method until the student understands the need.
This device is cleaver. It is simple and would work with a student who is cognitively low.
I could even work with a student who has autism and struggles with their own emotion. All the
faces are provided but the student places the emotion they are feeling in the center of the face.

36
When working with emotions you may have to encourage an
overuse of the device while modeling. Emotions change quickly and
the face should emulate that process. Doing the modeling correctly
is the key to the devices success. Until the student understands their
own emotions the child will have outbursts and be unable to get
access to general education.
Sometimes the student struggles with inappropriate behaviors due to communication only
in specific settings. To help the child to build social skills on the
playground with peers you could use a device like this one. The
student picks a student’s name to play with a specific activity.
For students who do not play with peers you could adjust this so
they will play with others and build social skills. You do this by
adding the names yourself. Keep in mind with a student who is a nonreader, cognitive low, or
autistic you could add pictures of the classmates. This way they can be independent with the
process.
This form is PECS. The subject and predicate is on the
communication strip. The student only needs to add the item
they want or need. Then present it to the care giver. As the
student builds up vocabulary the expectation can increase. They
can start switching the starter from I want to I need or can I
have. This process is usually the beginning steps of
communication and will get the student ready for a long term device. The student who would
continue to use this would be one that has difficulty with loosing or breaking things. Years ago

37
before technology this method was commonly used. They even had similar communication
devices created to travel easy.
These set of flip cards are on rings and serve the same purpose of
the PECS system. PECS has a variety of different strategies for allowing
the student to talk out in public or a fast paced classroom. Some students
are provided a wallet that also provides them the
ability to blend in easier. Boardmaker is software that
provides easy access to the pictures and templates for
these products. If the template is not on the software
you can save your own template to make life easier when it comes to
making any changes.
With the next device talks but it is still considered low tech. A
teacher can create the words needed to communicate then record a peer
voice to give the student a voice. The “To Go” has several different
machines only by the quantity of pictures. The top row is fixed with
stationary starters or general responses used in every five levels. In this
case, the lower four rows are used only in the specific levels. They will change as the levels are
switched over.
The switches are also low tech. Both machines use batteries but
offer a way to express targeted communication. These devices are not
easily broke so they are useful machines at a minimal cost.

38
High Tech-
High tech devices have a higher quantity of choice with communication. It gives a voice
and is very interactive. The devices attach
to wheelchairs and have many extra devices
that can be attached to these devices so
students with physical limitations can use it
effectively. A student with cerebral palsy
can control the machine by using a finger,
their mouth, or head. In the past, the
augmentative communication devices were heavy and bulky. They provide devices that are
improved but not as good as some devices with apps.
Now there are grants to help schools get I
Pads or I Phones for students to use as
communication devices. The apps can be useful
when trying to fit in. These devices work the same as
the low tech devices. The teacher assigns different
picture or the app does and then the student uses
those picture to talk.
There are way too many ways to help a student who cannot communicate to ignore this
technique when working on behaviors and academic success. A child should never be left
without a way to communicate to others. It takes time to create and implement but the end results
are amazing and productive. You can change the outcome of the child’s life.

39
Sensory
Sensory is a need within the body to resolve a greater issue. Sensory revolves around the
five senses. Sometimes a student may need a sensory integration diet. Many times sensory needs
will affect a student’s behavior. Determining the extent of the maladaptive behaviors must be
assessed before calling in the district’s specialist. Sensory needs are a complicate arena and needs
special training to determine what is going on. The sensory needs are determined after the OT does
an assessment. Until a teacher has enough data to show the student’s grades, the student’s behavior,
or classmates are affected by the students sensory needs there are a few things you can try. When
you have the data required to call in the specialist do it as quickly as possible. We do not want to
waste any time on the earliest intervention.
The goal of a teacher is to substitute the undesired behavior with one that is acceptable.
The purposes of using these devices are to correct or extinguish a problem. When using a device
with a student there are some things you must remember. The first thing you need to do before
using a device is set the ground rules with consequences. Make sure you use the consequences
consistently as with any behavioral technique. The student must use the device as instructed. The
second they use it as a toy or breaks a rule it must be taken away. This does not mean forever but
long enough to make a point for some students that may be one minute for others with a longer
attention span it would be more time. Make sure not to keep it away too long or the student will
act out or gives up on the object. The purpose of the correction is to teach appropriate ways and
times in which to use the devices. Do not detour the student from ever wanting to use it again. This
means it has to be done in a quiet way without pointing the student out. This is the most effective
way or you will end up in a meltdown or argument. To get an idea of what kind of devices can be
used to help fidgeting, frustration, and the lack of ability to focus go through the five senses below.

40
They are just a few ideas of sensory items the OT may ask you to use. Until then the process of
finding the right device should be introductive and exploratory. Be ready to inform your OT what
has worked and what has not.
Smell-
Aroma therapy has its benefits. Explore scents to find something that helps relieve stress or awaken
the mind. The first thing a massage therapist uses is specific scents to calm the mind and body.
Scents have even been added to baby baths or lotions to help people sleep.
Solid stick Gel
freshner
Scented oils through
wicks
Scented oil
defussor
Scented oil bowls Automatic air freshner
despenser
Gel Air Freshener Scented oil heating
system
Scented Candle Air Freshner
areorsol spray
Air freshner spray
none areorsol
Tip: Be careful your students may have allergies.

41
Touch-
Tactile devices serve many needs and can be relaxing for students. You can create a distraction or
a way to focus depending on the need and setting. Finding an item to prevent unwanted behavior
can be difficult and time consuming. When using the devices for relaxation students with low
cognitive or Autism will need to be encouraged to use them often. There are many ways to help a
student’s need to touch something or be touch by something. Here are just a few examples of kits
found on the market today. Keep in mind each item has a different purpose; some items will
stimulate a student while others may have a calming effect.
Sometimes just having things to touch can give a student some relaxation which results in
better behaviors. Below are some different activities to explore. It is more cost efficient to think
about the purpose the objects fulfills for the student and create something of your own by using
Tip: Contact your district Occupational Therapist (OT) if unsure the purpose of specific items.

42
dried beans, water, rice, or filled Ziploc baggies. You can duct tape the baggie on all edges to seal
it and prevent leaks.
Water…...
play mat….
Tactile
boxes
Soft fan
Textured
fabric
Finger
painting
Water tub
Spatial awareness
Here are some sensory for touch that helps with spatial awareness. Some children need to
feel the swaying to relax. Your district Occupational Therapist will let you know if your student
can benefit from the swinging devices. Many students find a disc seat can help in the classroom
but beware it may cause the opposite desired effect on the student. The disc seat has many different
textures so keep this in mind if the product doesn’t work and try a different texture before giving

43
up. The spatial awareness is not very noticeable but if you release a little air the student can wobble
side to side.
Tip: You can observe and take data on a student during recess on the swing set outside to see if
it has a calming effect.
Large Sensory
Ball
Disc Seat Sensory bowl Scooter Hippity Hoppity
Ball
Below are variety of swings with different purposes. Your school occupational therapist
will know how to use them effectively. Make sure to ask if it is determined they need OT
services.
Pressure

44
Many kids with sensory issues may benefit from pressure techniques. A couple below you
may have seen before in classrooms. Many times putty is given to a student in a container and
sometimes there are items inside. The removal of the item puts a specific pressure on the child
completing the activity. Some chewing devices can increase student awareness and participation
with training. The tubing comes in many different thicknesses so the pressure is different. Some
of these devices can be used with a variety of students while others will be used with students on
the autism spectrum or a sensory disorder.
Fidgeting-
To help most students in class with fidgeting a teacher can try a few things before calling
the OT. Putty and Play-Dough work well to keep a student’s hands busy
and focus on the teacher. Putty tends to last longer. At the side there are
different characteristics with the putty. It allows
students to apply pressure to release tension from sitting
at a desk and working. It may be just enough to keep the student working.
Sometimes they may need different seats. We discussed the disc seat earlier but a student
may also benefit by using a student’s chair during circle time instead of sitting
on the carpet. If this does not work use a bean bag. This techniques helps the
student mentally think they are being coddled and can decrease movement
without containment. Each one of these methods provides a different level of
pressure to the student’s body. Students may respond differently with each

45
method throughout the day. It may not be so much the device as the need a student has at the
moment.
Sometimes the type of pressure they need is an oral fixation. An oral fixation can be hard
on clothes, cords, and people because they always have the need to chew on things. The
maladaptive behaviors can be changed by substituting the undesired behavior with one that can be
acceptable. Sometimes a student will outgrow this issue and others may not. Until this occurs try
to help a student focus on their work by providing the substitute behavior. Below are some devices
you may have already seen in the classroom.
Focus-
Some devices are hard like this chew stick. It is created with the sole purpose of working
on oral fixations. However, sometimes this device is harder than the child
needs so you may need to explore the amount of pressure a student will need
to use during the chewing process. Put yourself in the place of the student and
see what they are getting out of a certain movement.
The different pressures can be seen in the chew tubes and straws. Tubes have the greatest
range of pressure. The thicker the tube the more pressure needed until the teeth make a connection.
To make the tubing less noticeable, put yarn or a string
through the tube to make a necklace or bracelet. This way
the student will not lose it either. Another idea is to stick

46
the tubing over a pencil if the student needs more pressure on the teeth. Look around, have fun,
and be creative. Think outside the box.
If it is hard to get the student to chew on the tubing it may be because it is soft. You can
explore straws. The hardest straw would be the crazy straws. This would be
when a student does not want any give while chewing. This means they
prefer a lot of pressure. This may help a student from grinding their teeth.
This gives them the same feel as rubbing the teeth together. If this is too hard try the next step
down. Coffee stirrers can be hard but because it has a small whole it has
some give in it. This may be the same as chewing on wet paper or cotton. If
this is still too hard go with the household straws that children use every day and
can be easily supplied at home and school. Each one of these things can help with
focus on the instruction.
Weighted vests come in a variety of styles. They are needed by a student who calms down
and focuses when pressure is applied to the outside of the body. They may want to keep their coats
on or seek affection. This behavior can be distracting for all students and take
away from the lessons. Some weighted vests have extra
pressure points. Sometimes in the form of Velcro tightening up around the
child’s body or targeted patches hitting specific spots of the body creating
more tension or weight. Other vests have empty pocket sealed or open to put weight in. These
would be the easiest to make for a student. In the pocket put weighted bean bags

47
that have something in it. Each one will weight a different amount so you can use it on a variety
of students or adjust as needed throughout the day.
Another way to go with pressure is a weighted blanket. This
can be used in the classroom by younger students. The blankets can
range from light to heavy. They can be big or small. They can be just
big enough to through over the lap. These may work for students in
higher grades. This way they do not stand out that much.
Tip: When looking for a weighted blanket you need to remember what they are made of can make
a difference. They have some out there with different textures.
Students that can benefit from these sensory strategies are not limited to autism, low
cognitive skills, or sensory disorder. Some student struggle with maladaptive behaviors due to
mild sensory needs but so unnoticeable it is over looked. So when your student starts to act out
and needs help focusing try a few sensory techniques. They may not work but they may and they
will be back on the road to academic success. It is important for a teacher to contact the OT with
these strategies. There are stipulations about length of time the student can wear it without being
harmed.
Below are some more extreme methods of pressure for the student’s body. These
techniques would be strategically placed in the SSN room or a sensory room. Students with autism
and sensory disorder might benefit from these strategies but under the suggestion of you district
OT. The body sock is elastic and allows the student to apply pressure they desire. The pressure is
created by the student getting inside and pushing out a little or a lot. This gives
the student the control. The fish tunnel work similarly.
It is tight fitting and as the child works their body

48
through the tunnel pushes against their body. A teacher must be careful the student is not
claustrophobic because once they are in it is hard to get out. The body press is often used with
students who have severe sensory needs and must be used by trained personnel. Check with your
school OT to see what forms if any need to be signed by the parents before using. It may be that
there is no issue with using it but it is always better safe than sorry when working with devices
that apply pressure. This way the parents know the possible effects of the device.
Visual-
When working on sensory in the vision category you will see it should be set up as an
exploration time or breaks. These kinds of devices can help with students who need to work on
cause and effect or need spatial awareness with smaller objects. You may see students on the
autism spectrum, cognitive low, and visually impaired. Be cautious the item may make it difficult
to return back to work. It would be a great time to work on their goal of transitioning. With this
type of sensory need you will notice the student needs a schedule and possibly a way to process

49
the rules. When you add this in the sensory diet you will probably even add in the sensory break
pieces.
Light box Water mat Cause and effect Mirror and objects eye shades
Colorful
parachutes
Lights and
objects
Sensory stands Sensory wands Air and
objects
Auditory-
Some students can get help with sensory issues using sounds. There are sounds to calm and
sounds to stimulate depending on the students need. Already, some classes use music during
reading or test time which promotes relaxation. This method can be used class wide or individual.
Unfortunately, it is common a student who is first learning to calm themselves struggle with the
feeling. It feels so unfamiliar they can sometimes fight or feel awkward using the device. It takes
a teacher encouraging and fostering the importance of the strategy to create the reason. Just long
enough for the student to become familiar of the new feelings. You may even try a dark area, a

50
weighted blanket, or possibly a fish tank for them to watch. This helps them to be distracted while
they learn.
Various sounds to relax and stimulate White noise machine
Taste-
Another sensory need is taste. It is important to pay close attention to any allergies and
concerns the parents have about certain foods. Keep in mind not all kids react to the taste the same.
Sometimes parents just wish certain foods kept out of their child’s diet. After talking to the parents
you can try this but not sure if it is a very useful in an academic setting.
Oranges and lemons can wake up the senses and maybe help them focus. Foods that have
texture may actually be helping through the sense of touch. The touch can be stimulated by the

51
texture of the food. Just like gum it is not the taste as much as the action of chewing that helps a
student to stay focused.

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