Effective Behavior Management Bundle:Printables for Autism, Aspergers, ADD, ADHD

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Effective Behavior Management Bundle:
Printables for Autism, Aspergers, ADD, ADHD, ED


Included in this mega bundle are all the tools you will need to establish effective behavior management within your classroom. Effective for students with disabilities, including autism, ADD, and ADHD, and behavior challenges these printable sheets will allow you to conduct a positive behavior program. Printables include behavior points sheets with goals and incentives, classroom control cards, problem solves, daily behavior report, and I'm working for cards. Continue reading for a description of each item included and view the preview for clearer pictures. Enjoy!

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• Classroom Control Cards: Positive behavior management for effective discipline
Stopping a lesson to correct a student disrupts from valuable instruction time and takes away from the flow of your lesson. Address behavior concerns the quick and easy way. Print the attached cards, laminate (except the “Think Break Writing” cards) and use them as needed. When I am teaching and notice a student off task (talking, playing with an item, daydreaming, etc.), I take out the appropriate card from an organized pocket chart, walk over to the student, give them the card, and return to my spot. I continue talking and teaching as I do this. When I’m finished with a lesson, I can conference with the student and collect the cards. I file the cards back into my pocket chart so they are available for use later.
Cards included are as follows.

• Talk to Teacher Card: Do you a have student who wants to talk to you ALL the time? Use these cards to help limit the number of times the student gets to share information with you. I give students five cards for the morning, and five for the afternoon. Once they have used all the cards, they aren't able to tell their stories. I do not use the cards for academic assistance and will continue to call on the student to answer questions related to school work. These cards are used only for students who need help monitoring their off topic language including storytelling and tattle telling.

• Think Break/Think Break Writing Cards: What can you do to get your behavior under control right now? Please write the problem and your solution for improving your behavior down on the Thinking Break Writing card. Return the cards to the teacher when you are done.
Think Break Writing: Give this card along with the “Think Break” card. Make the student response for their actions by record the problem behavior and a solution. I save these cards as evidence for classroom behavior and they can be shared with parents and administration. Date them for further evidence.

• Quiet Cards: Your voice level is too loud. Quiet your voice and be respectful to your neighbors.

• Body to self Cards: Keep your body to yourself. You should not be touching others.

• Wait Cards: I’m not available right now. Ask a friend to help you. I will come see you in a moment.

• Behavior Points Printables: Modify Behavior with Positive Reinforcement
Included are four different behavior points pages for general education and special education students in preschool through sixth grade. These sheets are used to help a student develop desired teacher selected goals and earn positive points to obtain student selected rewards. I’ve actually had parents use these pages at home for their children. Choose the page most appropriate for your student. The smile/frown page and the seven plus/minus page are suitable for young children or students with lower cognitive abilities. Both of these pages are used similarly. Identify four goals to target for the student. Use the supplied goals and transfer the goals onto the points page you have selected. You can apply the goals several ways. One easy way is by copying the page, cutting out the desired goals, pasting them into the boxes, and then copying. Another option is to laminate the page, Velcro the goals and pages in the necessary spots, and use a wipe off marker to record points. Lastly, if you would like to save the page on your computer, use your “Snipping Tool” from Microsoft and “snip” the sheet and desired goals/rewards into a word document. If you haven’t done this before, go to YouTube and type in “Microsoft snipping tool how to.” The student can then select what incentives they are working for. This can be something different for each goal or the same incentive for all goals, whatever the student desires. The rewards can stay the same day to day, or change as the student desires. The other two plus/minus pages work best for older students with higher functioning abilities. To use these pages, choose which method you would like to use to create the sheet as dictated above (copying, Velcro, or snipping into a Word document). The points chart with four rows will have a goal placed at the start of each row. The student will receive points for each row. The points from each row will be added together to give a total at the bottom of the page. The points can be used as minutes for a preferred activity at the end of the day. In my experience, most students desire computer time, iPad time, or movie time. This is easily accomplished at the end of the day, or if you have a student who needs more rewards throughout the day, then once before lunch and once at the end of the day, the points can be tallied and redeemed. The second page with the goals centered on top and two lines of points below is treated the same way as the previous page. Some children and students prefer the pages set up this way so they can convey that all of the behaviors work together to earn points/minutes for a preferred activity.

The goal of the points page is to work on the behaviors teachers desire to see in students. All goals should be worded in a positive way and should tell the student what to do, not what not to do. For example, “hands to self” is preferred over “no hitting.” Throughout the day, a teacher then watches for all opportunities to give the student a positive point. If the student is attentive, the teacher can say, “Give yourself a point.” The student then records the point. If the student is not trustworthy enough to record his own points, the teacher can do so in a special colored pen/marker. Points pages can be placed on a clipboard and taken with the student throughout the school building. All teachers, assistants, and administration can provide the student with points. Teacher should strive to give as many points as possible to a student, as research has shown that this will increase the targeted behavior. If a student does something exceptionally good, tell them that their action is worth 2, 3, 4, or 5 points! If a student breaks a rule, remind them of the goals and the points that earn them their desired activity. If the rule is broken again, the teacher gives the student a negative which decreases their minutes by 4 points. Because positive points are shown to change behavior in the desired way, negatives are avoided if possible. At the teacher’s chosen time, points are redeemed for the student desired activity. I strive to give the students at least 30 points/minutes a day. If a student choses to divide their minutes for preferred activity (15 minutes on computer and 15 minutes on iPad), this can be acceptable. Whatever motivates your student, will help bring about change!

• Problem Solve, Primary and Intermediate Student Completed Behavior Resolution
Do you have students who have had a behavior problem at school and have not seemed to take ownership of their behavior and future choices? Does a trip to the office result in little understanding of the unpleasant incident and unchanged student behavior? Help manage student behavior with a problem solve sheet. This functional tool (one for primary students k-2, and one for intermediate students 3-6) provides necessary documentation of a problem behavior/incident that has occurred in school. The primary student is responsible for completing page through written words and pictures, and is asked to draw/write about the incident, draw/write about what better choices could be made next time, and draw/write the consequences of the problem should be. Intermediate students are responsible for addressing the same points but are asked to expand on the topics including answering wh- questions related to the problem and addressing their feelings.
The student, teacher, principal and parent are all asked to sign the problem solve sheet to insure complete communication.

• Daily Report: Informational Student Behavior Sheet For Parents
Used daily for everyone one of my students, this sheet (available in a full size page or smaller half sheets) is filled out and sent home for parents to have a quick summary of their student's day at school. Great for young students in preschool and kindergarten along with students in a self-contained setting.

• I'm Working for ___ Boards for Behavior Management for Children with Autism
Do you have students with autism, ADHD, or ADD who need more help focusing and adhering to school rules? The I'm working for ___ allows the student to choose their reward and then display positive behavior five separate times to earn their reward.

Directions: I am working for ______ board can be used for students who need a little more motivation or for students who have behavior plans. I often include these in IEPs for students who have a behavior goal. Included are printable boards with 44 premade popular incentive pictures and blank boxes for you to add an original picture to. I recommend printing these in color, laminating and cutting out. Then attach Velcro to the cards, the dots, and the reward pictures.
There are 3 different versions of the I am working for boards. The boards either have 3, 4 or 5 empty circles. Students who need faster reinforcement begin with the 3 circle board and then increase to the 4 circle board and then finally the 5 circle board. The supplied yellow dots (24) are transferred one at a time to the empty circle when targeted behavior is observed. When the student is “caught” following the rule or exhibiting the desired behavior, a dot is awarded. When the student collects all of the dots on the board, he or she pays the teacher with the 5 dots and is immediately given the reward that was targeted. I use these often for students with autism in the general education classroom. The visual aids and five dots help them see the goal and gradually work for it.
The choice boards are an important part of the I am working for boards. First the teacher identifies a target behavior on the choice board which is labeled as “My goal.” 41 premade goals are included for you to choose from. I strongly suggest that the behavior you are addressing and/or rules are visibly posted so you can refer to them often. Then the student selects either between 4-8 incentives that they are interested in working for. Out of these incentives the student then selects one to focus on for a reward and places it on the I am working for board at the start of an empty board. The student is allowed to pick a different reward at the beginning of each restart of the card.


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Effective Behavior Management Bundle:Printables for Autism
Effective Behavior Management Bundle:Printables for Autism
Effective Behavior Management Bundle:Printables for Autism
Effective Behavior Management Bundle:Printables for Autism
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