Do’s |
Don’ts |
| Give precise directions--one at a time and support visually |
Do NOT use extraneous language |
Say what you mean, mean what you say |
Do NOT use indirect language |
Give extra processing time, about 20-30- seconds |
Do NOT give continuous directions |
Tell the child, support visually, the expectation |
Do NOT only tell them what NOT to do |
Provide visual information to support receptive and expressive communication, even if the child is verbal---Back up communication system |
Do NOT remove the visual supports, because you feel they can say it. Just because they can say it:
- does not mean an they know what it means
- they can say it consistently as needed
|
When dealing with an unwanted behavior, look at
- Structure
- Communication intent
- Sensory needs
|
Do Not deal with behavior alone, without looking at intent/purpose. Remember research shows 95% of behaviors are an attempt of communication. |
Increase visual supports during novel activities, “bad days” and challenging activities |
Do NOT increase verbal directions during meltdowns, this adds to the over stimulation |
Model language |
Do NOT question the child constantly |
When in meltdown, give space |
Do NOT crowd the child/move in closer |
Assess situation when child is exhibiting unwanted behaviors. Ask yourself:
- What information does the student need?
- What information do I need?
|
Do NOT make assumptions about what the child can do or knows. ASSUME NOTHING! |
