Posted by George Damous

1. Make the relationship the primary consideration.

Maintain the attitude: IT”S YOU + Me vs. The problem

2. Provide explicit visual instructions and cueing

Clean the room together and take a picture of the clean room. Together list the tasks it took to get the room clean.

Limit list to 3 or 4 tasks. Post the picture and list in the room.

When room is dirty again review picture and tasks.

State the reward for completion

Check off each item as completed

Partial completion can also be acknowledged and what remains to be done is clear.

3. Provide feedback that is positive and corrective if necessary.

Acknowledge effort and support attempts.

Allow another try after specific feedback has been given on what still needs done.

“You did a good job picking up your clothes, but now they need off the bed and in the hamper.”

4. Use reward as much as possible

Immediacy

Frequency

Novelty

Enthusiasm

Description – specify connection between action and consequences-positive and negative

5. Provide routines and structure, and some warning when novelty is coming.

Teaching how to perform a task works best when steps are:

Visual

Clearly numbered

Keep less than 3 or 4 steps.

For older children, a 3 step process may be made for beginning, then working on and finally for completing project.

If child is stuck, step is too big.

6. Keep focus on instruction or directions not punishment

7. Assume the child may know better, but cannot inhibit what they are doing right now

Impulsive

8. Seek and accept improvement, and expect mistakes and missteps.

Inconsistent

Show child the improvements made, no matter how small

9. Wait less and instruct more

Wait time only works when the child knows what to do but is slow at doing it

(handwriting task)

If a child is not working after 2 minutes after start time, investigate. (Do some

thing to help solve the problem)

May forget (working memory issues)

Use the same language as you used before when repeating instructions.

10. Help child problem solve

Overwhelmed-when unable to meet expectations (whether their own or others)

Short fuses or no fuses are common

Tempers and tears take over

Problem solving may be difficult once eruption or anxiety takes over.

BEHAVIOR MANAGEMENT PRINCIPLES