Unleash the power of visual representation with this Contingency Behavior Maps packet, an indispensable tool for guiding students toward appropriate behaviors. Featuring 15 pre-made behavior maps for common classroom situations, this resource empowers educators and parents alike. What sets this packet apart is its flexibility—customize an interactive behavior map for any scenario, ensuring relevance to every child and classroom. With over 60 options for behaviors and reinforcers, the velcroed and movable pieces provide a dynamic learning experience. Elevate your behavior management strategy with this comprehensive resource, complete with setup instructions and a convenient storage system.
Unleash the power of visual representation with this Contingency Behavior Maps packet, an indispensable tool for guiding students toward appropriate behaviors. Featuring 15 pre-made behavior maps for common classroom situations, this resource empowers educators and parents alike. What sets this pack...
Resources, tips, and materials to help you, help children with autism
Unleash the power of visual representation with this Contingency Behavior Maps packet, an indispensable tool for guiding students toward appropriate behaviors. Featuring 15 pre-made behavior maps for common classroom situations, this resource empowers educators and parents alike. What sets this pack...
Behavior Contingency Maps are essential in an autism classroom. They are an excellent way for students to visually see that positive behavior choices will led to positive consequences and negative behavior choices will led to negative consequences. This behavior strategy is very effective for students with autism since they understand concepts better visually and in a concrete way. This set includes 22 different pre-made behavior maps for common classroom situations. Since every student is different, I have also included an interactive behavior map that you can individualize to any situation. There are over 130 options for situations, behaviors and reinforcers that can be interchanged to suit your students needs. Directions for set up and photo images of each map are included. I also included a system for storing your moveable pieces to keep you organized. The following behavior maps are included: Pinching Waiting in Line Screaming Biting Self Biting Others Kicking Others Hitting Others Having a Meltdown Raising your Hand Talking back to your Teacher When Computer Time is Finished When being Corrected Stay in Your Seat Start Working Keeping your hands to Yourself When Recess is Over Cheating Running Away Banging Head Picking your Skin Saying Curse Words Working with the Teacher *************************************************************************** Customer Tips: How to get TPT credit to use on future purchases: • Please go to your My Purchases page (you may need to login). Beside each purchase you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TPT gives you feedback credits that you use to lower the cost of your future purchases. I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. ☺ Be the first to know about my new discounts, freebies and product launches: • Look for the green star next to my store logo and click it to become a follower. Voila! You will now receive email updates about this store. ☺ ***************************************************************************** Graphics by mycutegraphics.com and KPM Doodles. The Picture Communication Symbols ©1981–2010 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. Boardmaker™ is a trademark of Mayer-Johnson LLC.
Do you have students with autism who need to learn appropriate coping strategies to avoid overreacting if they make a mistake? This can help.
Resources, tips, and materials to help you, help children with autism
This month we’re focusing on visual supports and strategies to support positive behavior. We’ve talked about transition supports and environmental arrangements. Another way to help ther…
Contingency maps are a cognitive-behavioral method for helping an individual to understand the consequences of behavioral choices. They are particularly useful for teaching individuals to use functionally equivalent behaviors as alternatives to problem behavior.
Resources, tips, and materials to help you, help children with autism
This month we’re focusing on visual supports and strategies to support positive behavior. We’ve talked about transition supports and environmental arrangements. Another way to help ther…
Contingency maps are a cognitive-behavioral method for helping an individual to understand the consequences of behavioral choices. They are particularly useful for teaching individuals to use functionally equivalent behaviors as alternatives to problem behavior.
"How can I teach my daughter (high functioning) to relate better to her classmates and not be so offensive. She's having difficulty gaining acceptance from her peers." “Socially different” describes children who may not use appropriate eye contact, may not know how to open or close a conversation, may be isolated from their classmates for a variety of reasons, may have trouble with self-control, don’t seem to fit in with others in the classroom (which is easily identifiable by the other classmates), or are unable to maintain social acceptance. Such social skills deficits often characterize children on the autism spectrum. An important method for overcoming these deficits involves the use of Social Scripts. Social Scripts are a social narrative that provides direct instruction of social situations for young people with Asperger’s (AS) and High-Functioning Autism (HFA). The scripts are written by the youngster’s parent or teacher (sometimes with the help of the youngster), providing a visual cue and desired social responses. The content of the script should match the youngster’s needs and take his or her perspective into consideration. Social Scripts can reduce the stress associated with social interactions and assist the AS or HFA youngster with understanding the perspective of others. Slang or child-specific terms in the script can help the conversational exchange appear more natural. Scripts can be used to help a youngster deal with uncertainty, introduce change in routine, teach various routines, or address a wide variety of impeding behaviors (e.g., aggression, fear, obsessions, etc.). Other examples of ideas for scripts include: Being assertive without being pushy Compromising and negotiating Conversation starters Dealing with failure or being left out Dealing with peer pressure Disagreeing with others Giving and responding to criticism Learning to participate appropriately in groups Respecting someone’s personal space Responses and ideas to connect conversations or change the topic Settling conflicts Taking charge of one’s feelings Thinking about one’s behavior before, during, and after speaking Using appropriate eye contact, voice, tone, expression, and posture ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's Here is an example of a Social Script written for Michael, a sixth-grader with Asperger’s, for purchasing a fountain Coke at the corner gas station (which he was allowed to do several times a week): When I go to the gas station for some pop, I will stand in line at the pop machine until the people in front of me are done getting their drinks. Then I will get my drink and go to the cashier. The cashier will say something like, “Hi, is that all for today?” I will say, “Yes.” If she asks me if I want anything else, I will say “No.” I will then hand her $2.00 and will be given some change. Then I will say, “Thank you.” Daily observations and reports from others who interact with the AS or HFA child can help determine the skills that need to be practiced. Basic social skills are a good place to start. For example, respecting personal space, greeting someone, making eye contact, using active listening, and starting/ending a conversation should be part of every scripting lesson. Skills should be applicable to the child’s needs, daily experiences, and interests in order to help maintain his motivation. Blending humor into the scripts or using silly names for the characters can help maintain motivation as well. In addition, scripts need to match the child’s life experiences at home, at school, and in his community. ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism Social Scripts can be used in groups as well (e.g., special education class). Once the “special needs” children are comfortable with practicing the scripts, short field trips can provide opportunities to practice and enhance newly learned skills. Peer-assistance is often helpful to the social skills class or target group. Due to the fact that socially challenged kids tend to associate with other socially challenged kids, peer-assistance is highly beneficial because the assistant can model social situations appropriately and help children with social skills deficits acquaint themselves with people outside their usual circle of peers/friends. Social Scripts may not be appropriate in all situations, because there is a risk of making the AS or HFA child sound too “rehearsed” or “scripted” in her response. Since children on the autism spectrum struggle with generalization of skills, they may try to use one particular script at the wrong time. For example, Michael learned how to purchase his fountain Coke at the gas station through scripted communication. However, when he ordered a Coke at a fast food restaurant, he became agitated when asked additional questions about the order, such as “Do you want a meal with that?” and “Do you want a regular Coke – or diet?” When parents and teachers utilize Social Scripts, these prompts should be systematically faded out fairly quickly. Otherwise, the AS or HFA child may continue to spontaneously communicate with friends and classmates using scripted phrases. Visual prompts (click on the picture at the top of this article for an example) have the potential to be more effective than verbal prompts given by a parent or teacher because they are much easier to fade out. Using Social Scripts as a prompting procedure to teach kids on the spectrum to engage in more complex play, initiate and maintain conversations with others, and participate in a variety of community activities can be effective in the short and long term. The key to using scripts is to fade them out so the child does not become dependent on the prompt. Resources for parents of children and teens on the autism spectrum: ==> How to Prevent Meltdowns and Tantrums in Children with Autism Spectrum Disorder ==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder ==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder ==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook ==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book ==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism ==> Videos for Parents of Children and Teens with ASD
Resources, tips, and materials to help you, help children with autism
Contingency maps are a cognitive-behavioral method for helping an individual to understand the consequences of behavioral choices. They are particularly useful for teaching individuals to use functionally equivalent behaviors as alternatives to problem behavior.
Resources, tips, and materials to help you, help children with autism
The 5-Point Scale is an amazingly simple but useful tool to teach students to regulate a wide variety of behaviors. Here's why I like it, how to use it, and resources.
Resources, tips, and materials to help you, help children with autism
Do you have students with autism who need to learn appropriate coping strategies to avoid overreacting if they make a mistake? This can help.
Resources, tips, and materials to help you, help children with autism
The Behavior Change Toolbox is a select bundle of resources you may want to add to your Behavior Change Course when you purchase the course. Included in this bundle are 8 of Sasha's most popular behavior resources as well as 7 brand new resources that have never been made available before. These products are valued at $150 - you'll be getting a $50 discount! Must Have Behavior Resources: Behavior Contingency Maps Behavior File Folder Activities Behavior Plan Flow Charts and Tools Behavior Rubrics Positive Reinforcement Visual System Real Photo Token Board Ultimate Packet of Behavior Management Tools {Set #1} Ultimate Packet of Behavior Management Tools {Set #2} New and Course Exclusive Behavior Resources: Behavior Contracts Behavior Reflection Sheets Behavior Task Boxes Behavior Worksheets Check In Check Out Pages Home School Behavior Communication Kit Mini Behavior Adapted Book Series This toolkit was designed for use in conjunction with our Behavior Change Course. These resources make it quick and easy to implement all the content covered in the course. **This product is an online toolkit with printable materials. An invitation to the the toolkit will be sent to your inbox after purchase.**
Next up in the Effective Interventions in ABA series is Pivotal Response Training (PRT), which is a great naturalistic intervention for all types of skills.
Resources, tips, and materials to help you, help children with autism
Do you have students with autism who need to learn appropriate coping strategies to avoid overreacting if they make a mistake? This can help.
One day while we lived in Minnesota, I picked Andi up from pre-school and her teacher handed me this poster. She simply said 'Oh, this is the poster we use at school & I thought it might be helpful if you were to re-inforce this at home as well.' Yup, Andi is definitely a fiery tempered red-head. We got a kick out of Andi's teacher's polite way of sending it home to us. We even got a kick out of the fact that she took the time to laminate it as well. She knew we were going to need this poster to last for awhile. Since that day, the poster has lived in Andi's room and we refer to it each time she acts incorrectly when she is angry. We take her to her room & tell her 'It's okay to be angry, but you still have to follow rules even when you are angry.' And, we walk her through what she can & can't do as lined out on the poster. Well, sometime while Derek was home over Christmas/ New Year's vacation, Andi broke one of her 'being angry' rules. As Derek was taking her to her room for time-out, I reminded him to go over her poster with her. He stayed in her room a few minutes, then came & joined me in the living room. We both sat there quietly wondering how she would react. Sometimes she will sit quietly in time-out & sometimes she will scream hysterically the entire time. This time however, she did something different. She opened her door, threw something across the hallway & then slammed her door behind her. We looked at each other & said 'WHAT was that?' Derek went to investigate what had gotten thrown out of her room & he came back cracking up laughing, holding her 'Rules for being angry' poster. Derek said, 'I don't think that was one of the acceptable options.'
This is a must have product for changing student’s behavior through contingency behavior mapping and ABC (Antecedent, Behavior, Consequence) data collection to determine the function of the student’s behavior. This product is simple to use and enforce for consistency and to ensure fidelity. Students with autism will most likely have deficits in communication. Because of this lack in communication skills, they often have problem behaviors that can range from mild to severe. If the communication skills were increased, problem behaviors would more than likely decrease in severity and frequency. Problem behaviors usually function to gain attention and to escape an unwanted task or situation. It is imperative as teachers, parents, and other personnel that work with these problem behaviors, that we teach replacement behaviors that serve the same function as the problem behavior. It is also important to determine what the function of the problem behavior is. This can be done by collecting data on ABC cards. (antecedent, behavior, consequence) Page 4-5 Pairing visual pictures that map out the antecedent (what happens behavior the problem behavior) the problem behavior, then a consequence for that behavior and then pairing it with the antecedent, the replacement behavior and a positive consequence is an effective tool in visually teaching students what may happen if they choose the problem behavior or if they choose the replacement behavior path. It is important to verbally prompt the student for both choices in the contingency behavior maps, then praise the student if they make the appropriate choice. If the student fails to make the appropriate choice, then they will have to accept the consequence they have chosen. Pages 7-18 Included in this product are: *ABC cards that you can check off the appropriate boxes for the antecedent (what comes before the behavior) behavior, and consequence Pages 4-5 *Contingency behavior maps with the antecedent, specific behavior, and consequences. Pages 7-18 Template for interactive contingency maps with interactive choices Pages 20-21 *Board maker symbols for feelings, behaviors, consequences (180 symbols) Pages 22-27 *Reinforcement menu Page 29 This product can be used by: *Parents *Teachers *Administrators *SLP’s *School counselors *Special Educators This product will benefit students with: *Autism *Behavior Disorders *ADHD *Language Disorders
Do you have students with autism who need to learn appropriate coping strategies to avoid overreacting if they make a mistake? This can help.
Contingency maps are a cognitive-behavioral method for helping an individual to understand the consequences of behavioral choices. They are particularly useful for teaching individuals to use functionally equivalent behaviors as alternatives to problem behavior.
Resources, tips, and materials to help you, help children with autism
There are so many fun ways to create engaging instruction for all children. One of my favorites is the magical mystery bag. No scissors or laminate needed.
Resources, tips, and materials to help you, help children with autism
