Language and Behavior Basics

Choose from a menu of possible antecedents, behaviors and consequences for behaviors of concern, as well as, intensity and duration recording options. This tool may be used as part of the Functional Behavior Assessment process, or for your own data collection to examine possible triggers and reinforcement of problem behavior. Updated 12/2024

This visual support can be used to teach individuals with ASD or other disabilities individually or in a group. Using the visual scale you can teach students to speak at appropriate volumes, prompt where on the scale they should be at depending on the setting, and reinforce appropriate volume.

These visual supports can be used to model 3 main classroom behavior expectations or visual reminders for individual students. The 3 behavior expectations targeted are sitting/staying in work area, hands down and quiet/lips sealed. The larger visual can be posted around the classroom. The smaller visual, can easily be laminated and attached to a student's desk or brought with the student(s) across settings.

Give Me 5!! Behavior Expectation Five explicit behavior expectations that can be the foundation of a strong classroom wide behavior support plan. Expectations can be explicitly taught to students as they are concrete examples of what is needed to be ready to learn. Small individual reminder cards are included for students who may need more redirection. Teachers can prompt students by gesturing to the expectation(s) that the student needs to focus on a little more at any given time.

This is a visual support which can be used as a resource to teach students with disabilities the steps required to use the toilet.

Visual support to guide deep breathing for de-escalation. Two icons, 'breathe in the flower' and 'blow the bubbles', are paired to help students take 10 deep breaths.

We teach our students how to play games for a number of reasons. They present opportunities to teach taking turns, cooperative play skills, increase social interaction and to teach leisure activities. However, teaching young students with or with out disabilities how to interact appropriately during turn taking games can be challenging and confusing. I find using simple scripts to teach appropriate comments more effective than verbal prompting. Scripts are less intrusive and can be easily fade

Cut out task cards and numbers to match to the corresponding quantity.

This is a visual support that can be used as a resource to teach students with disabilities how to wash their hands.